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support</title> <meta name="description" content="Search results for: OHS support"> <meta name="keywords" content="OHS support"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="OHS support"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7018</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: OHS support</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7018</span> The Predictors of Student Engagement: Instructional Support vs Emotional Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Salman%20Alangari">Tahani Salman Alangari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. It is a cross-sectional, conducted on 6206 teachers and encompassed three years of data collection and observations of math instruction in approximately 50 schools and 300 classrooms. A multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title="student engagement">student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20support" title=" emotional support"> emotional support</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20support" title=" organizational support"> organizational support</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20support" title=" instructional support"> instructional support</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170199/the-predictors-of-student-engagement-instructional-support-vs-emotional-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7017</span> A Longitudinal Study of Academic Achievement: Parental Warm Support and Moderating Role of Teacher’s Emotional Support and Mediating Role of Self Control on Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaza%20Saeed">Maaza Saeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Caina%20%20Li"> Caina Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current 2-wave longitudinal study attempts to illuminate the well-established association between parental warm support and academic achievement through the mediating role of self-control while taking into account the moderating role of teacher emotional support. The present research has assessed 2569 Chinese students (aged 10-18 years, M = 13.27, SD = 0.67). They were recruited from the three public middle schools in Xi’an, a middle-sized city in the central part of China. Meditation analysis revealed that self-control mediated the relationship between parental warm support and academic achievement. Additionally, it was found the direct effect of parental warm support was not significant after controlling for the age and gender. Furthermore, moderation analysis revealed high parental warm support and higher teacher emotional support was related to increased self-control compared to lower teacher emotion support. The findings highlighted the importance of parental warm support, teacher emotional support, and self-control on academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20control" title="self control">self control</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20emotional%20support%2Fconflict" title=" teacher emotional support/conflict"> teacher emotional support/conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a> </p> <a href="https://publications.waset.org/abstracts/105616/a-longitudinal-study-of-academic-achievement-parental-warm-support-and-moderating-role-of-teachers-emotional-support-and-mediating-role-of-self-control-on-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7016</span> Integrated Social Support through Social Networks to Enhance the Quality of Life of Metastatic Breast Cancer Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Thanasansomboon">B. Thanasansomboon</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Choemprayong"> S. Choemprayong</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Parinyanitikul"> N. Parinyanitikul</a>, <a href="https://publications.waset.org/abstracts/search?q=U.%20Tanlamai"> U. Tanlamai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being diagnosed with metastatic breast cancer, the patients as well as their caretakers are affected physically and mentally. Although the medical systems in Thailand have been attempting to improve the quality and effectiveness of the treatment of the disease in terms of physical illness, the success of the treatment also depends on the quality of mental health. Metastatic breast cancer patients have found that social support is a key factor that helps them through this difficult time. It is recognized that social support in different dimensions, including emotional support, social network support, informational support, instrumental support and appraisal support, are contributing factors that positively affect the quality of life of patients in general, and it is undeniable that social support in various forms is important in promoting the quality of life of metastatic breast patients. However, previous studies have not been dedicated to investigating their quality of life concerning affective, cognitive, and behavioral outcomes. Therefore, this study aims to develop integrated social support through social networks to improve the quality of life of metastatic breast cancer patients in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20support" title="social support">social support</a>, <a href="https://publications.waset.org/abstracts/search?q=metastatic%20breath%20cancer" title=" metastatic breath cancer"> metastatic breath cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/134322/integrated-social-support-through-social-networks-to-enhance-the-quality-of-life-of-metastatic-breast-cancer-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7015</span> Investigating Problems and Social Support for Mothers of Poor Households</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niken%20Hartati">Niken Hartati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study provides a description of the problem and sources of social support that given to 90 mothers from poor households. Data were collected using structured interviews with the three main questions: 1) what kind of problem in mothers daily life, 2) to whom mothers ask for help to overcome it and 3) the form of the assistances that provided. Furthermore, the data were analyzed using content analysis techniques were then coded and categorized. The results of the study illustrate the problems experienced by mothers of poor households in the form of: subsistence (37%), child care (27%), management of money and time (20%), housework (5%), bad place of living (5%), the main breadwinner (3%), and extra costs (3%). While the sources of social support that obtained by mothers were; neighbors (10%), extended family (8%), children (8%), husband (7%), parents (7%), and siblings (5%). Unfortunately, more mothers who admitted not getting any social support when having problems (55%). The form of social support that given to mother from poor household were: instrumental support (91%), emotional support (5%) and informational support (2%). Implications for further intervention also discussed in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=household%20problems" title="household problems">household problems</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=poor%20households" title=" poor households"> poor households</a> </p> <a href="https://publications.waset.org/abstracts/51128/investigating-problems-and-social-support-for-mothers-of-poor-households" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7014</span> The Relationship between Selfesteem, Social Support, and Mental Health among High School Students in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Shahbakhti">Mohsen Shahbakhti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the relationship between self-esteem, social support and mental health in a sample of government high school students in Eshtehard city in Alborz Province in Iran. Three hundred and eleven students (boys) were included in this study. All participants completed the General Health Questionnaire (GHQ 12), Multidimensional Scale of Perceived Social Support (MSPSS -12), and Self-Esteem Scale (SS-10). The results revealed that self-esteem was positively associated with social support. Self-esteem and social support negatively associated with psychological distress. Self-esteem and social support to influence on mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title="self-esteem">self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title=" high school students"> high school students</a> </p> <a href="https://publications.waset.org/abstracts/30602/the-relationship-between-selfesteem-social-support-and-mental-health-among-high-school-students-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30602.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">484</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7013</span> Use of Social Support for Fathers with Developmental Disabilities in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shiori%20Ishida">Shiori Ishida</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Okuno"> Hiromi Okuno</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisato%20Igarashi"> Hisato Igarashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Akemi%20Yamazaki"> Akemi Yamazaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroko%20Takahashi"> Hiroko Takahashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to clarify the differences and similarities regarding the social support of fathers and mothers towards considering increased assistance for the paternity of children with developmental disabilities. Written questionnaires were completed by fathers (n=85) and mothers (n=101) of children using rehabilitation facilities between infancy and 5 years of age. The survey contained multiple-choice questions on four categories: information support (6 items), emotional support (7 items), evaluation support (3 items), and daily living support (3 items). Regarding information support, fathers answered ‘spouse’ as the provider in over 50% of cases for all 6 items, which was significantly different compared with mothers (all p < 0.001). For emotional support, fathers were significantly more likely to get support from the workplace (p < 0.001) and from spouse (p < 0.001). The ‘evaluation support’ did not have significant differences for fathers in all the items, but the most frequent support providers were ‘spouses’. ‘Daily living support’ was significantly different from fathers in the workplace (p < 0.000) in terms of make allowances for work and duties. Thus, it appeared that fathers had fewer social support sources as compared with mothers and limited non-spouse support. The understanding of developmental disabilities, acquisition of methods of rehabilitation, and sources of support might have been inadequately addressed among fathers, which could be a hindrance to the involvement of fathers in the rearing of children with developmental disabilities. On the other hand, we also observed that some fathers were involved in the care of developmentally troubled children while providing mental support for their spouse, cooperating with housework, and adjusting their work life. However, the results on the external and social backgrounds of fathers indicated a necessity for greater empowerment and peer support to improve the paternal care of children with developmental disabilities in the family survey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities" title="children with developmental disabilities">children with developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20support" title=" family support"> family support</a>, <a href="https://publications.waset.org/abstracts/search?q=father" title=" father"> father</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a> </p> <a href="https://publications.waset.org/abstracts/114583/use-of-social-support-for-fathers-with-developmental-disabilities-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7012</span> The Influence of Teacher Support on School Belonging in Chinese Students: A Moderated Mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuting%20Tan">Yuting Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Benchao%20Fan"> Benchao Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoman%20Wei"> Xiaoman Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Tao%20Yang"> Tao Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to investigate the relationship between students’ perceived teacher support, parental emotional support, mastery goal orientation and school belonging, the questionnaire data of 11,898 15-year-olds (5,699 girls and 6,199 boys) in four Chinese provinces and cities (Beijing, Shanghai, Jiangsu and Zhejiang) that participated in PISA 2018 were used. The results showed that: (1) teacher support can positively and significantly predict students' school belonging; (2) mastery goal orientation played the mediating role in the relationship between teacher support and school belonging; (3) the second half path of students’ mastery goal orientation to the mediation process of teacher support and school belonging was regulated by parental emotional support. The results have important educational practice enlightenment for effectively promoting the school belonging of Chinese students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20goal%20orientation" title=" mastery goal orientation"> mastery goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20emotional%20support" title=" parental emotional support"> parental emotional support</a> </p> <a href="https://publications.waset.org/abstracts/164591/the-influence-of-teacher-support-on-school-belonging-in-chinese-students-a-moderated-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7011</span> Perceived Social Support, Resilience and Relapse Risk in Recovered Addicts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islah%20Ud%20Din">Islah Ud Din</a>, <a href="https://publications.waset.org/abstracts/search?q=Amna%20Bibi"> Amna Bibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study was carried out to examine the perceived social support, resilience and relapse risk in recovered addicts. A purposive sampling technique was used to collect data from recovered addicts. A multidimensional scale of perceived social support by was used to measure the perceived social support. The brief Resilience Scale (BRS) was used to assess resilience. The Stimulant Relapse Risk Scale (SRRS) was used to examine the relapse risk. Resilience and Perceived social support have substantial positive correlations, whereas relapse risk and perceived social support have significant negative associations. Relapse risk and resilience have a strong inverse connection. Regression analysis was used to check the mediating effect of resilience between perceived social support and relapse risk. The findings revealed that perceived social support negatively predicted relapse risk. Results showed that Resilience plays a role as partial mediation between perceived social support and relapse risk. This Research will allow us to explore and understand the relapse risk factor and the role of perceived social support and resilience in recovered addicts. The study's findings have immediate consequences in the prevention of relapse. The study will play a significant part in drug rehabilitation centers, clinical settings and further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title="perceived social support">perceived social support</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=relapse%20risk" title=" relapse risk"> relapse risk</a>, <a href="https://publications.waset.org/abstracts/search?q=recovered%20addicts" title=" recovered addicts"> recovered addicts</a>, <a href="https://publications.waset.org/abstracts/search?q=drugs%20addiction" title=" drugs addiction"> drugs addiction</a> </p> <a href="https://publications.waset.org/abstracts/188955/perceived-social-support-resilience-and-relapse-risk-in-recovered-addicts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">34</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7010</span> Perception of Authorities in Social Support by Students under the Conditions of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20Zolnova">Jarmila Zolnova</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebenarova"> Lucia Hrebenarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkova"> Veronika Palkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interconnections between supportive sources of authorities at school and students have been proved. Lacking research in this field in Slovakia translates into absenting perception of social support by students with special educational needs. The aim of this paper (presented by the poster) is to reveal and interpret the perception of frequency and importance of authorities at school from students' perspective. The sample included 718 students aged 10 years and 1 month on average. Eighty nine students of this count were students with special educational needs. Data were obtained from the Child and Adolescent Social Support Scale (CASSS) for students. Mutual relations between teachers acting as the source of support and students were not significant. Neither was significant the support of other school employees. Both groups of students assessed the frequency and importance of social support from teachers more positively than the support from other school employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intact%20student" title="intact student">intact student</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogue" title=" pedagogue"> pedagogue</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20with%20special%20education%20needs" title=" pupil with special education needs"> pupil with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20employee" title=" school employee"> school employee</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support "> social support </a> </p> <a href="https://publications.waset.org/abstracts/40722/perception-of-authorities-in-social-support-by-students-under-the-conditions-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7009</span> E-Learning Network Support Services: A Comparative Case Study of Australian and United States Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sayed%20Hadi%20Sadeghi">Sayed Hadi Sadeghi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study examines the current state of support services for e-network practice in an Australian and an American university. It identifies information that will be of assistance to Australian and American universities to improve their existing online programs. The study investigated the two universities using a quantitative methodological approach. Participants were students, lecturers and admins of universities engaged with online courses and learning management systems. The support services for e-network practice variables, namely academic support services, administrative support and technical support, were investigated for e-practice. Evaluations of e-network support service and its sub factors were above average and excellent in both countries, although the American admins and lecturers tended to evaluate this factor higher than others did. Support practice was evaluated higher by all participants of an American university than by Australians. One explanation for the results may be that most suppliers of the Australian university e-learning system were from eastern Asian cultural backgrounds with a western networking support perspective about e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=support%20services" title="support services">support services</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Network%20practice" title=" e-Network practice"> e-Network practice</a>, <a href="https://publications.waset.org/abstracts/search?q=Australian%20universities" title=" Australian universities"> Australian universities</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States%20universities" title=" United States universities"> United States universities</a> </p> <a href="https://publications.waset.org/abstracts/87851/e-learning-network-support-services-a-comparative-case-study-of-australian-and-united-states-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7008</span> Design of Saddle Support for Horizontal Pressure Vessel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vinod%20Kumar">Vinod Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Navin%20Kumar"> Navin Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Surjit%20Angra"> Surjit Angra</a>, <a href="https://publications.waset.org/abstracts/search?q=Prince%20Sharma"> Prince Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the design analysis of saddle support of a horizontal pressure vessel. Since saddle have the vital role to support the pressure vessel and to maintain its stability, it should be designed in such a way that it can afford the vessel load and internal pressure of the vessel due to liquid contained in the vessel. A model of horizontal pressure vessel and saddle support is created in Ansys. Stresses are calculated using mathematical approach and Ansys software. The analysis reveals the zone of high localized stress at the junction part of the pressure vessel and saddle support due to operating conditions. The results obtained by both the methods are compared with allowable stress value for safe designing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ANSYS" title="ANSYS">ANSYS</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20vessel" title=" pressure vessel"> pressure vessel</a>, <a href="https://publications.waset.org/abstracts/search?q=saddle" title=" saddle"> saddle</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a> </p> <a href="https://publications.waset.org/abstracts/14966/design-of-saddle-support-for-horizontal-pressure-vessel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">742</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7007</span> Determining Current and Future Training Needs of Ontario Workers Supporting Persons with Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erin%20C.%20Rodenburg">Erin C. Rodenburg</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20McWhirter"> Jennifer McWhirter</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Papadopoulos"> Andrew Papadopoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Support workers for adults with developmental disabilities promote the care and wellbeing of a historically underserved population. Poor employment training and low work satisfaction for these disability support workers are linked to low productivity, poor quality of care, turnover, and intention to leave employment. Therefore, to improve the lives of those within disability support homes, both client and caregiver, it is vital to determine where improvements to training and support for those providing direct care can be made. The current study aims to explore disability support worker’s perceptions of the training received in their employment at the residential homes, how it prepared them for their role, and where there is room for improvement with the aim of developing recommendations for an improved training experience. Responses were collected from 85 disability support workers across 40 Ontario group homes. Findings suggest most disability support workers within the 40 support homes feel adequately trained in their responsibilities of employment. For those who did not feel adequately trained, the main issues expressed were a lack of standardization in training, a need for more continuous training, and a move away from trial and error in performing tasks to support clients with developmental disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title="developmental disabilities">developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=disability%20workers" title=" disability workers"> disability workers</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20homes" title=" support homes"> support homes</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/100841/determining-current-and-future-training-needs-of-ontario-workers-supporting-persons-with-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7006</span> Stress and Social Support as Predictors of Quality of Life: A Case among Flood Victims in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najib%20Ahmad%20Marzuki">Najib Ahmad Marzuki</a>, <a href="https://publications.waset.org/abstracts/search?q=Che%20Su%20Mustaffa"> Che Su Mustaffa</a>, <a href="https://publications.waset.org/abstracts/search?q=Johana%20Johari"> Johana Johari</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Haffiza%20Rahaman"> Nur Haffiza Rahaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to examine the effects and relationship of stress and social support towards the quality of life among flood victims in Malaysia. A total of 764 respondents took part in the survey via random sampling. The depression, anxiety, and stress scales were utilized to measure stress while The Multidimensional Scale of Perceived Social Support was used to measure the quality of life. The findings of this study indicate that there were significant correlations between variables in the study. The findings show a significant negative relation between stress and quality of life, and significant positive correlations between support from family as well as support from friends with the quality of life. Stress and support from family were found to be significant predictors and influences the quality of life among flood victims. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress" title="stress">stress</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=flood%20victims" title=" flood victims"> flood victims</a> </p> <a href="https://publications.waset.org/abstracts/28534/stress-and-social-support-as-predictors-of-quality-of-life-a-case-among-flood-victims-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">557</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7005</span> The Study of Participant Motivation, Social Support, and Training Satisfaction of Collegiate Teakwondo Athlete</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen-Goang%20Yang">Wen-Goang Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Wei%20Liu"> Li-Wei Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Peli-Ling%20Liu"> Peli-Ling Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore relations among athletic participant motivation, social support, and training satisfaction. The approach was tested using structural equation modeling, involving 300 Teakwondo Athletics from 2017 National Intercollegiate Athletic Games, using a revised scale for Participant Motivation, Social Support, and Training Satisfaction. Statistical method included descriptive statistics and PLS-SEM. The results of the research as a follow: (1) The athletes ‘participant motivation’ positively effects the ‘social support’. (2) The athletes ‘participant motivation’ positively effects the ‘training satisfaction’. (3) The athletes ‘social support’ positively effects the ‘training satisfaction’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teakwondo" title="teakwondo">teakwondo</a>, <a href="https://publications.waset.org/abstracts/search?q=collegiate%20athlete" title=" collegiate athlete"> collegiate athlete</a>, <a href="https://publications.waset.org/abstracts/search?q=PLS-SEM" title=" PLS-SEM"> PLS-SEM</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a> </p> <a href="https://publications.waset.org/abstracts/73521/the-study-of-participant-motivation-social-support-and-training-satisfaction-of-collegiate-teakwondo-athlete" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7004</span> Reduced Vibration in a Levitating Motor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Kazadi">S. Kazadi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20An"> A. An</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Shen"> B. Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We investigate the fitness of a male and female permanent magnetic levitation support for use as an axle on a rotor for a levitating motor. The support enables passive thrust and axial support for the axle as a result of the unique arrangement of permanent magnets. As the axial and thrust bearing aspects are derived from magnetic repulsion, it is not immediately clear that the repulsion is stiff enough to enable even low power motors. This paper describes the design and performance of two low power motors based on the magnetic levitation support. We find that our low power motors, with rotational speeds of 618 and 833 rpms, exhibit performance free from excess vibrations that might hinder performance. This means that the actuation of the motors is adequately stabilized by the axle and results in motors capable of being utilized despite the levitation support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=levitating%20motor" title="levitating motor">levitating motor</a>, <a href="https://publications.waset.org/abstracts/search?q=magnetic%20levitation%20support" title=" magnetic levitation support"> magnetic levitation support</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness" title=" fitness"> fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=axle" title=" axle"> axle</a> </p> <a href="https://publications.waset.org/abstracts/24674/reduced-vibration-in-a-levitating-motor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7003</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20special%20eEducational%20needs" title=" student with special eEducational needs"> student with special eEducational needs</a> </p> <a href="https://publications.waset.org/abstracts/40681/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7002</span> Studying the Impact of Agricultural Producers Support Policy in Export Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yazdani%20Saeed">Yazdani Saeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Rafiei%20Hamed"> Rafiei Hamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nekoofar%20Farahnaz"> Nekoofar Farahnaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Governments Policies play a major role in national and international Markets. Pistachio is one of the most important non-oil export commodity of Iran. Therefore, in this study the relation between the producer support policies and the export of Pistachio was examined. An econometric model (VAR) was applied to test the study hypothesis. According to the estimated coefficient in VAR model, lag of producer support index has a significant and negative effect on variation of Pistachio’s export in short term. In other word, in short term, export advantage index is dependent on the amount of producers support in previous period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=producer%20support" title="producer support">producer support</a>, <a href="https://publications.waset.org/abstracts/search?q=export%20advantage" title=" export advantage"> export advantage</a>, <a href="https://publications.waset.org/abstracts/search?q=pistachio" title=" pistachio"> pistachio</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/182109/studying-the-impact-of-agricultural-producers-support-policy-in-export-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7001</span> Role of Support, Experience and Education in Livelihood Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhuri">Madhuri</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20R.%20Tewari"> H. R. Tewari</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20K.%20Bhowmick"> P. K. Bhowmick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempts to find out the role of the community and the government support, flood experience, flood education, and education of the male-headed households in their livelihood resilience. The study is based on a randomly drawn sample of 472 households from the river basins of Ganga and Kosi in the district of Bhagalpur, Bihar. Structural equation modeling (SEM) and analysis of variance (ANOVA) methods are used to analyze the data. The findings of the study reveal that the role(s) of the community support though is found to be more significant in comparison to the government supports for its stand by position in rescue and livelihood resilience of the affected households whereas the government support arrives late and in far less quantity than what is required. However, the government's support is equally vital due its control over resources, which essentially needed in rescue and rehabilitation of the affected households. The study unravels the strategic value of households' indigenous knowledge and their flood experience in livelihood resilience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flood%20education" title="flood education">flood education</a>, <a href="https://publications.waset.org/abstracts/search?q=flood%20experience" title=" flood experience"> flood experience</a>, <a href="https://publications.waset.org/abstracts/search?q=livelihood%20resilience" title=" livelihood resilience"> livelihood resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20support" title=" community support"> community support</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20support" title=" government support"> government support</a> </p> <a href="https://publications.waset.org/abstracts/16564/role-of-support-experience-and-education-in-livelihood-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7000</span> Fear of Negative Evaluation, Social Support and Wellbeing in People with Vitiligo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafia%20Rafique">Rafia Rafique</a>, <a href="https://publications.waset.org/abstracts/search?q=Mutmina%20Zainab"> Mutmina Zainab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigated the relationship between fear of negative evaluation (FNE), social support and well-being in people with Vitiligo. It was hypothesized that low level of FNE and greater social support is likely to predict well-being. It was also hypothesized that social support is likely to moderate the relationship between FNE and well-being. Correlational research design was used for the present study. Non-probability purposive sampling technique was used to collect a sample (N=122) of people with Vitiligo. Hierarchical Moderated Regression analysis was used to test prediction and moderation. Brief Fear of Negative Evaluation Scale, Multidimensional Scale of Perceived Social Support (MSPSS) and Mental Health Continuum-Short form (MHC-SF) were used to evaluate the study variables. Fear of negative evaluation negatively predicted well-being (emotional and psychological). Social support from significant others and friends predicted social well-being. Social Support from family predicted emotional and psychological well-being. It was found that social support from significant others moderated the relationship between FNE and emotional well-being and social support from family moderated the relationship between FNE and social well-being. Dermatologists treating people with Vitiligo need to educate them and their families about the buffering role of social support (family and significant others). Future studies need to focus on other important mediating factors that can possibly explain the relationship between fear of negative evaluation and wellbeing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20negative%20evaluation" title="fear of negative evaluation">fear of negative evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20moderated%20regression" title=" hierarchical moderated regression"> hierarchical moderated regression</a>, <a href="https://publications.waset.org/abstracts/search?q=vitiligo" title=" vitiligo"> vitiligo</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/70611/fear-of-negative-evaluation-social-support-and-wellbeing-in-people-with-vitiligo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70611.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6999</span> Social Support in Adherence to Therapy in Bioenterics Intragastric Balloon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariela%20Gonz%C3%A1lez">Mariela González</a>, <a href="https://publications.waset.org/abstracts/search?q=Zoraide%20Lugli"> Zoraide Lugli </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: to determine the relationship between perceived social support and adherence to therapy in patients who have been placed BioEnteric intragastric balloon (BIB). Material and method: 75 obese (56 women and 19 men) between 18 and 65 years (M = 39.29, SD = 11.82), who attended five centers in the city of Caracas, where he carried out this procedure. We used Social Support Scale and treatment adherence behavior respectively. The procedure was contacted the centers and the sample was selected. Subsequently, the inventories were applied before and the month after the before and three months after the balloon set. Results: Show that participants were characterized by moderate levels in the variables. On the other hand, those who perceive that they perceived support from friends are those who report adherence to therapy. Conclusions: From the results, it is suggested promote social support networks, which could be essential to achieve and maintain adherence to therapy in patients with BioEnterics intragastric balloon. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BioEnteric%20intragastric%20balloon" title="BioEnteric intragastric balloon">BioEnteric intragastric balloon</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support"> perceived social support</a>, <a href="https://publications.waset.org/abstracts/search?q=adherence%20to%20therapy" title=" adherence to therapy"> adherence to therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=patients" title=" patients"> patients</a> </p> <a href="https://publications.waset.org/abstracts/41213/social-support-in-adherence-to-therapy-in-bioenterics-intragastric-balloon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41213.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6998</span> Using Support Vector Machines for Measuring Democracy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tommy%20Krieger">Tommy Krieger</a>, <a href="https://publications.waset.org/abstracts/search?q=Klaus%20Gruendler"> Klaus Gruendler </a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a novel approach for measuring democracy, which enables a very detailed and sensitive index. This method is based on Support Vector Machines, a mathematical algorithm for pattern recognition. Our implementation evaluates 188 countries in the period between 1981 and 2011. The Support Vector Machines Democracy Index (SVMDI) is continuously on the 0-1-Interval and robust to variations in the numerical process parameters. The algorithm introduced here can be used for every concept of democracy without additional adjustments, and due to its flexibility it is also a valuable tool for comparison studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democracy" title="democracy">democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=democracy%20index" title=" democracy index"> democracy index</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20vector%20machines" title=" support vector machines"> support vector machines</a> </p> <a href="https://publications.waset.org/abstracts/31697/using-support-vector-machines-for-measuring-democracy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6997</span> Social Support and Self-Regulation on Changes in Exercise Behavior Among Infertile Women: A Cross-Sectional Study to Comparison of External and Internal Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Babak%20Nemat">Babak Nemat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Exercise behavior (EB) has a significant impact on infertility, but the magnitude of the effect is not easily determined. The aim of the present study was to assess the effect of social support and self-regulation, as external and internal factors, on changes in exercise behavior among infertile women. Methods: For a cross-sectional study conducted in Sanandaj (Iran) in 2023, we recruited infertile women (n=483) from 35 comprehensive healthcare centers by means of convenience sampling. Standardized face-to-face interviews were conducted using established and reliable instruments for the assessment of EB, social support, and self-regulation. Logistic regression models were applied to assess the association between EB, social support and self-regulation. Results: The majority of the participants (56.7%) had secondary infertility, while 70.8% of them did not perform any exercise. Self-regulation and social support were significantly higher in women with secondary infertility than in those with primary infertility (p < 0.01). Self-regulation was significantly lower in women whose height was below 160 centimeters (cm) (p<0.05). Social support was significantly higher among participants aged ≥ 35 years and weighing ≥ 60 kilograms (kg) (p < 0.01). The odds of EB adoption increased with self-regulation and social support (OR=1.05, 95% CI=1.02-1.09, p <0.01), (OR=1.06, 95% CI=1.02-1.11, p <0.01). Conclusion: Social support and self-regulation almost equally influenced EB in infertile women. Designing support and consultation programs can be considered in encouraging infertile women to exercise in future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20support" title="social support">social support</a>, <a href="https://publications.waset.org/abstracts/search?q=regulation" title=" regulation"> regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=infertility" title=" infertility"> infertility</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/183815/social-support-and-self-regulation-on-changes-in-exercise-behavior-among-infertile-women-a-cross-sectional-study-to-comparison-of-external-and-internal-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6996</span> Facilitating Familial Support of Saudi Arabians Living with HIV/AIDS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noor%20Attar">Noor Attar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides an overview of the current situation of HIV/AIDS patients in the Kingdom of Saudi Arabia (KSA) and a literature review of the concepts of stigma communication, communication of social support. These concepts provide the basis for the proposed methods, which will include conducting a textual analysis of materials that are currently distributed to family members of people living with HIV/AIDS (PLWHIV/A) in KSA and creating an educational brochure. The brochure will aim to help families of PLWHIV/A in KSA (1) understand how stigma shapes the experience of PLWHIV/A, (2) realize the role of positive communication as a helpful social support, and (3) develop the ability to provide positive social support for their loved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV%2FAIDS" title="HIV/AIDS">HIV/AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma%20communication" title=" stigma communication"> stigma communication</a> </p> <a href="https://publications.waset.org/abstracts/52715/facilitating-familial-support-of-saudi-arabians-living-with-hivaids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6995</span> Teacher Support and Academic Resilience in Vietnam: An Analysis of Low Socio-Economic Status Students in Programme for International Student Assessment 2018</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=My%20Ha">My Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwei%20Lin"> Suwei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Huiying%20Zou"> Huiying Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating the association between teacher support and academic resilience in a developing country. Using the data from PISA 2018 Student Questionnaire and Cognitive Tests, the study provided evidence of the significant impact teacher support had on reading literacy among 15-year-old students from low socio-economic status (SES) homes in Vietnam. From a total of 5773 Vietnamese participants from all backgrounds, a sample of 1765 disadvantaged students was drawn for analysis. As a result, 32 percent of the low SES sample was identified as resilient. Through their response to the PISA items regarding the frequency of support they received from teachers, the result of Latent Class Analysis (LCA) divides children into three subgroups: High Support (74.6%), Fair Support (21.6%), and Low Support (3.8%). The high support group reported the highest proportion of resilient students. Meanwhile, the low support group scored the lowest mean on reading test and had the lowest rate of resilience. Also, as the level of support increases, reading achievement becomes less dependent on socioeconomic status, reflected by the decrease in both the slope and magnitude of their correlation. Logistic regression revealed that 1 unit increase in standardized teacher support would lead to an increase of 29.1 percent in the odds of a student becoming resilient. The study emphasizes the role of supportive teachers in promoting resilience, as well as lowering educational inequity in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title="academic resilience">academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20students" title=" disadvantaged students"> disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=inequity" title=" inequity"> inequity</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA" title=" PISA"> PISA</a> </p> <a href="https://publications.waset.org/abstracts/162373/teacher-support-and-academic-resilience-in-vietnam-an-analysis-of-low-socio-economic-status-students-in-programme-for-international-student-assessment-2018" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6994</span> Effects of Social Support and Self-Regulation on Changes in Exercise Behavior Among Infertile Women: A Cross-Sectional Study to Comparison of External and Internal Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arezoo%20Fallahi%E2%80%8E">Arezoo Fallahi‎</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Exercise behavior (EB) has a significant impact on infertility, but the magnitude of the effect is not easily determined. The aim of the present study was to assess the effect of social support and self-regulation, as external and internal factors, on changes in exercise behavior among infertile women. Methods: For a cross-sectional study conducted in Sanandaj (Iran) in 2020, we recruited infertile women (n=483) from 35 comprehensive healthcare centers by means of convenience sampling. Standardized face-to-face interviews were conducted using established and reliable instruments for the assessment of EB, social support, and self-regulation. Logistic regression models were applied to assess the association between EB, social support and self-regulation. Results: The majority of the participants (56.7%) had secondary infertility, while 70.8% of them did not perform any exercise. Self-regulation and social support were significantly higher in women with secondary infertility than in those with primary infertility (p < 0.01). Self-regulation was significantly lower in women whose height was below 160 centimeters (cm) (p<0.05). Social support was significantly higher among participants aged ≥ 35 years and weighing ≥ 60 kilograms (kg) (p < 0.01). The odds of EB adoption increased with self-regulation and social support (OR=1.05, 95% CI=1.02-1.09, p <0.01), (OR=1.06, 95% CI=1.02-1.11, p <0.01). Conclusion: Social support and self-regulation almost equally influenced EB in infertile women. Designing support and consultation programs can be considered in encouraging infertile women to do exercise in future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20support" title="social support">social support</a>, <a href="https://publications.waset.org/abstracts/search?q=regulation" title=" regulation"> regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=infertility" title=" infertility"> infertility</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a> </p> <a href="https://publications.waset.org/abstracts/168280/effects-of-social-support-and-self-regulation-on-changes-in-exercise-behavior-among-infertile-women-a-cross-sectional-study-to-comparison-of-external-and-internal-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6993</span> Role of Social Support in Drug Cessation among Male Addicts in the West of Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzad%20Jalilian">Farzad Jalilian</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Mirzaei%20Alavijeh"> Mehdi Mirzaei Alavijeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Fazel%20Zinat%20Motlagh"> Fazel Zinat Motlagh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social support is an important benchmark of health for people in avoidance conditions. The main goal of this study was to determine the three kinds of social support (family, friend and other significant) to drug cessation among male addicts, in Kermanshah, the west of Iran. This cross-sectional study was conducted among 132 addicts, randomly selected to participate voluntarily in the study. Data were collected from conduct interviews based on standard questionnaire and analyzed by using SPSS-18 at 95% significance level. The majority of addicts were young (Mean: 30.4 years), and with little education. Opium (36.4%), Crack (21.2%), and Methamphetamine (12.9%) were the predominant drugs. Inabilities to reject the offer and having addict friends are the most often reasons for drug usage. Almost, 18.9% reported history of drug injection. 43.2% of the participants already did drug cessation at least once. Logistic regression showed the family support (OR = 1.110), age (OR = 1.106) and drug use initiation age (OR = 0.918) was predicting drug cessation. Our result showed; family support is a more important effect among types of social support in drug cessation. It seems that providing educational program to addict’s families for more support of patients at drug cessation can be beneficial. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drug%20cessation" title="drug cessation">drug cessation</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20support" title=" family support"> family support</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20use" title=" drug use"> drug use</a>, <a href="https://publications.waset.org/abstracts/search?q=initiation%20age" title=" initiation age"> initiation age</a> </p> <a href="https://publications.waset.org/abstracts/33735/role-of-social-support-in-drug-cessation-among-male-addicts-in-the-west-of-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">550</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6992</span> Partially Knowing of Least Support Orthogonal Matching Pursuit (PKLS-OMP) for Recovering Signal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Israa%20Sh.%20Tawfic">Israa Sh. Tawfic</a>, <a href="https://publications.waset.org/abstracts/search?q=Sema%20Koc%20Kayhan"> Sema Koc Kayhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given a large sparse signal, great wishes are to reconstruct the signal precisely and accurately from lease number of measurements as possible as it could. Although this seems possible by theory, the difficulty is in built an algorithm to perform the accuracy and efficiency of reconstructing. This paper proposes a new proved method to reconstruct sparse signal depend on using new method called Least Support Matching Pursuit (LS-OMP) merge it with the theory of Partial Knowing Support (PSK) given new method called Partially Knowing of Least Support Orthogonal Matching Pursuit (PKLS-OMP). The new methods depend on the greedy algorithm to compute the support which depends on the number of iterations. So to make it faster, the PKLS-OMP adds the idea of partial knowing support of its algorithm. It shows the efficiency, simplicity, and accuracy to get back the original signal if the sampling matrix satisfies the Restricted Isometry Property (RIP). Simulation results also show that it outperforms many algorithms especially for compressible signals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compressed%20sensing" title="compressed sensing">compressed sensing</a>, <a href="https://publications.waset.org/abstracts/search?q=lest%20support%20orthogonal%20matching%20pursuit" title=" lest support orthogonal matching pursuit"> lest support orthogonal matching pursuit</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20knowing%20support" title=" partial knowing support"> partial knowing support</a>, <a href="https://publications.waset.org/abstracts/search?q=restricted%20isometry%20property" title=" restricted isometry property"> restricted isometry property</a>, <a href="https://publications.waset.org/abstracts/search?q=signal%20reconstruction" title=" signal reconstruction"> signal reconstruction</a> </p> <a href="https://publications.waset.org/abstracts/16008/partially-knowing-of-least-support-orthogonal-matching-pursuit-pkls-omp-for-recovering-signal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6991</span> The Effect of Family Support on Employee Satisfaction and Perception of Work-Family Conflict: The Case of Oil Sector Employees in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20H.%20Muhammad">Ali H. Muhammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates both instrumental and emotional family support on employee job satisfaction and perception of work-family conflict. Instrumental family support is manifested in family behavior that contributes to the reduction of employee’s family responsibilities and keeping the physical home environment in a proper shape. Emotional family support includes the encouragement and praise that the employee receives from his family and families for the employee’s work problem and their role in assisting the employees in dealing with these problems. The paper suggests that instrumental and emotional family support increases employee’s job satisfaction. Furthermore, the study proposes that family support decreases employee’s perception of work-family conflict. In addition, this study examines the reliability and validity of the family support index developed by Lynda King and her colleagues in 1995. Confirmatory factor analysis is used to test the validity of the instrument in an Arab business setting. A paper-pencil questionnaire was used to collect data from a random sample of 70 Kuwaiti employees working in the oil sector. Data were analyzed using factor analysis, reliability tests, and regression analysis. Results confirmed the research hypothesis. Family support had a positive effect on job satisfaction. Furthermore, family support significantly contributed to the reduction of employee perception of work-family conflict. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20support" title="family support">family support</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=work-family%20conflict" title=" work-family conflict"> work-family conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuwait%20oil%20sector" title=" Kuwait oil sector"> Kuwait oil sector</a> </p> <a href="https://publications.waset.org/abstracts/115168/the-effect-of-family-support-on-employee-satisfaction-and-perception-of-work-family-conflict-the-case-of-oil-sector-employees-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6990</span> Top Management Support as an Enabling Factor for Academic Innovation through Knowledge Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sawsan%20J.%20Al-husseini">Sawsan J. Al-husseini</a>, <a href="https://publications.waset.org/abstracts/search?q=Talib%20A.%20Dosa"> Talib A. Dosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational institutions are today facing increasing pressures due to economic, political and social upheaval. This is only exacerbated by the nature of education as an intangible good which relies upon the intellectual assets of the organisation, its staff. Top management support has been acknowledged as having a positive general influence on knowledge management and creativity. However, there is a lack of models linking top management support, knowledge sharing, and innovation within higher education institutions, in general within developing countries, and particularly in Iraq. This research sought to investigate the impact of top management support on innovation through the mediating role of knowledge sharing in Iraqi private HEIs. A quantitative approach was taken and 262 valid responses were collected to test the causal relationships between top management support, knowledge sharing, and innovation. Employing structural equation modelling with AMOS v.25, the research demonstrated that knowledge sharing plays a pivotal role in the relationship between top management support and innovation. The research has produced some guidelines for researchers as well as leaders, and provided evidence to support the use of knowledge sharing to increase innovation within the higher education environment in developing countries, particularly Iraq. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=top%20management%20support" title="top management support">top management support</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modelling" title=" structural equation modelling"> structural equation modelling</a> </p> <a href="https://publications.waset.org/abstracts/68185/top-management-support-as-an-enabling-factor-for-academic-innovation-through-knowledge-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6989</span> What Factors Contributed to the Adaptation Gap during School Transition in Japan?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tadaaki%20Tomiie">Tadaaki Tomiie</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroki%20Shinkawa"> Hiroki Shinkawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was aimed to examine the structure of children’s adaptation during school transition and to identify a commonality and dissimilarity at the elementary and junior high school. 1,983 students in the 6th grade and 2,051 students in the 7th grade were extracted by stratified two-stage random sampling and completed the ASSESS that evaluated the school adaptation from the view point of ‘general satisfaction’, ‘teachers’ support’, ‘friends’ support’, ‘anti-bullying relationship’, ‘prosocial skills’, and ‘academic adaptation’. The 7th graders tend to be worse adaptation than the 6th graders. A structural equation modeling showed the goodness of fit for each grades. Both models were very similar but the 7th graders’ model showed a lower coefficient at the pass from ‘teachers’ support’ to ‘friends’ support’. The role of ‘teachers’ support’ was decreased to keep a good relation in junior high school. We also discussed how we provide a continuous assistance for prevention of the 7th graders’ gap. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20transition" title="school transition">school transition</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20adaptation" title=" psychological adaptation"> psychological adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12" title=" K-12"> K-12</a> </p> <a href="https://publications.waset.org/abstracts/23632/what-factors-contributed-to-the-adaptation-gap-during-school-transition-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=233">233</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=234">234</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=OHS%20support&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> 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