FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Walters, KJ
   Simons, JS
AF Walters, Kyle J.
   Simons, Jeffrey S.
TI Affective Dependence, Self-Regulation, and Alcohol Problems: Between-
   and Within-Person Associations
SO EMOTION
LA English
DT Article
DE affect; self-regulation; alcohol problems; goal pursuit; EMA
ID ECOLOGICAL MOMENTARY ASSESSMENT; EMOTION DIFFERENTIATION; GOAL PROGRESS;
   NEGATIVE URGENCY; DIRECTIVE FORMS; POSITIVE AFFECT; BINGE DRINKING;
   CHRONIC PAIN; TIME; EXPERIENCE
AB Positive affect (PA) and negative affect (NA) are associated with goal pursuit in addition to dysregulated behavior. Affective dependence (i.e., the correlation between PA and NA) may be a marker for good self-regulation on the one hand (weaker dependence) and poor self-regulation on the other (stronger dependence). This study sought to elucidate the role of affective dependence as a predictor of goal pursuit and alcohol problems at the within- and between-person levels. Participants were 100 college students aged 18-25 years, who drank alcohol at least moderately, and completed a 21-day ecological momentary assessment study regarding affect, academic goal pursuit, idiographic goal pursuit, alcohol use, and alcohol problems. Multilevel time series models were estimated. Consistent with hypotheses, affective dependence predicted more alcohol problems and decreased academic goal pursuit at the within-person level. Importantly, effects on academic goal pursuit included perceived achievement and progress related to academics, as well as time spent studying, an objective marker for academic engagement. Effects were significant controlling for autoregressive effects, lagged residuals of PA and NA, concurrent alcohol use, day of the week, age, gender, and trait affective dependence. Thus, this study provides robust tests of lagged within-person effects of affective dependence. The effect of affective dependence on idiographic goal pursuit was not significant, contrary to hypothesis. Affective dependence was not significantly associated with alcohol problems or goal pursuit at the between-person level. Results suggest that affective dependence is a common factor explaining problems related to alcohol use and psychological functioning more broadly.
C1 [Walters, Kyle J.; Simons, Jeffrey S.] Univ South Dakota, Dept Psychol, Vermillion, SD USA.
   [Walters, Kyle J.] Med Univ South Carolina, Dept Psychiat, Charleston, SC USA.
   [Walters, Kyle J.] Med Univ South Carolina, Dept Psychiat, 67 President St, Charleston, SC 29425 USA.
C3 University of South Dakota; Medical University of South Carolina;
   Medical University of South Carolina
RP Walters, KJ (corresponding author), Med Univ South Carolina, Dept Psychiat, 67 President St, Charleston, SC 29425 USA.
EM walterky@musc.edu
OI Walters, Kyle J./0000-0003-4223-1432
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NR 75
TC 1
Z9 1
U1 0
U2 5
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 1528-3542
EI 1931-1516
J9 EMOTION
JI Emotion
PD DEC
PY 2023
VL 23
IS 8
BP 2142
EP 2155
DI 10.1037/emo0001246
EA APR 2023
PG 14
WC Psychology, Experimental
WE Social Science Citation Index (SSCI)
SC Psychology
GA IR8G4
UT WOS:000979481100001
PM 37104767
DA 2024-07-15
ER

PT J
AU Dong, JW
   Lee, SA
   Wang, CH
   Shannon, DM
AF Dong, Jianwei
   Lee, Sangah
   Wang, Chih-hHsuan
   Shannon, David M.
TI Impact on social capital and learning engagement due to social media
   usage among the international students in the US
SO EDUCATION AND INFORMATION TECHNOLOGIES
LA English
DT Article
DE Social media; Social capital; Learning engagement; Cultural adjustment;
   International students
ID UNITED-STATES; PERFORMANCE; EXPERIENCES; NETWORKING; CHINESE;
   ACCULTURATION; ADAPTATION; ADJUSTMENT; FACEBOOK; ENGLISH
AB International students who pursue their academic goals in United States are prone to difficulties when attempting to build social resources and adjust to the new culture. Social media is a practical means of connection due to its ease of use and accessibility. Previous research has indicated contradictory effects of social media use on academic engagement. In addition to the direct effect, this research examined social media use influences on international students' learning engagement by mediating social capital and cultural adjustment. A total of 209 international students completed a web-based survey distributed via e-mail and social media between November 2021 and May 2022. Data were analyzed using Structural Equation Model. Results showed that only purposely using social media to collaborate with learning counterparts or materials directly improves international students' learning engagement. Other uses of social media (e.g., expanding new resources, solidifying close relationships) have no significant direct effects. Nonetheless, they are essential to improving levels of learning engagement via the mediation of bridging capital (social resources attributed to expanding relationships) and students' cultural adjustment in the U.S. International students' bonding capital (social resources available through trustworthy relationships) and home cultural retention showed little direct or indirect effects on learning engagement. This study recognizes the importance of social resources and cultural adjustment for international students. Also, this study provides valuable information to educators and administrators, as there is a need to identify the underlying mechanisms to contribute feasible learning intervention approaches and alleviate negative effects for international students.
C1 [Dong, Jianwei; Lee, Sangah; Wang, Chih-hHsuan; Shannon, David M.] Auburn Univ, Dept Educ Fdn Leadership & Technol, 4036Haley Ctr,351 W Thach Concourse, Auburn, AL 36849 USA.
C3 Auburn University System; Auburn University
RP Dong, JW (corresponding author), Auburn Univ, Dept Educ Fdn Leadership & Technol, 4036Haley Ctr,351 W Thach Concourse, Auburn, AL 36849 USA.
EM jzd0077@auburn.edu; szl0146@auburn.edu; wangchi@auburn.edu;
   shanndm@auburn.edu
OI Lee, Sangah/0000-0003-2644-6206; Dong, Jianwei/0000-0002-7736-086X
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NR 73
TC 4
Z9 4
U1 1
U2 27
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1360-2357
EI 1573-7608
J9 EDUC INF TECHNOL
JI Educ. Inf. Technol.
PD JUL
PY 2023
VL 28
IS 7
BP 8027
EP 8050
DI 10.1007/s10639-022-11520-8
EA DEC 2022
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA K5WH2
UT WOS:000899157900003
PM 36532798
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Losh, A
   Eisenhower, A
   Blacher, J
AF Losh, Ainsley
   Eisenhower, Abbey
   Blacher, Jan
TI Impact of student-teacher relationship quality on classroom behavioral
   engagement for young students on the autism spectrum
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE Autism; ASD; Academic engagement; Behavioral engagement; Student
   -teacher relationships; Elementary
ID CHILD RELATIONSHIPS; INTELLECTUAL DISABILITY; DIAGNOSTIC INTERVIEW;
   SCHOOL ENGAGEMENT; SELF-REGULATION; MISSING DATA; ACHIEVEMENT;
   KINDERGARTEN; RISK; PERSPECTIVE
AB Background: Student academic behavioral engagement (BE) contributes to learning and school success. Student-teacher relationships (STRs) may promote BE, although previous findings regarding how these constructs are associated over time are mixed. For young autistic students who face barriers to early school success, a high-quality STR may serve as a key protective factor to promote classroom engagement.Methods: The present study investigated connections between teacher-rated STR quality and student BE over two school years for 146 young autistic children (grade PK-2) using cross-lagged structural equation modeling. A full model with cross-lagged paths from BE to STR quality and from STR quality to BE was first examined. Potential confounding variables (i.e., externalizing behaviors, cognitive skills, and language skills) were included. The model was then trimmed by removing all non-significant paths. It was hypothesized that the final model would highlight the unidirectional influence of STR quality on BE.Results: Results supported the unidirectional influence of STR quality on BE across one school year. STR quality at the beginning of the first school year predicted behavioral engagement at the end of the year (8 =.26, p<.01) BE outcomes persisted into the following school year (8 =.45, p<.001).Conclusions: Findings suggest that STR quality significantly contributes to engagement for young autistic students, potentially serving as a critical protective factor for classroom success. This highlights the importance of developing quality STRs with high levels of closeness and low levels of conflict for students on the spectrum in early schooling.
C1 [Losh, Ainsley; Blacher, Jan] Univ Calif Riverside, Sch Educ, Riverside, CA 95251 USA.
   [Eisenhower, Abbey] Univ Massachusetts, Coll Liberal Arts, Boston, MA 02125 USA.
   [Losh, Ainsley] Univ Calif Riverside, Sch Educ, 1207 Sproul Hall, Riverside, CA 95251 USA.
C3 University of California System; University of California Riverside;
   Massachusetts System of Public Higher Education; Massachusetts College
   Liberal Arts; University of Massachusetts System; University of
   Massachusetts Boston; University of California System; University of
   California Riverside
RP Losh, A (corresponding author), Univ Calif Riverside, Sch Educ, 1207 Sproul Hall, Riverside, CA 95251 USA.
EM alosh001@ucr.edu
RI Eisenhower, Abbey/HNJ-5963-2023
FU Institute of Education Sciences, U.S. Department of Education
   [R324A110086]
FX The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant [R324A110086] to
   [J. Blacher, P.I., The University of California, Riverside] . The
   opinions expressed are those of the authors and do not represent views
   of the Institute or the U.S. Department of Education.
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NR 97
TC 5
Z9 6
U1 2
U2 16
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD OCT
PY 2022
VL 98
AR 102027
DI 10.1016/j.rasd.2022.102027
EA AUG 2022
PG 12
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA 4O1MD
UT WOS:000854470400002
DA 2024-07-15
ER

PT J
AU Treble-Barna, A
   Schultz, H
   Minich, N
   Taylor, HG
   Yeates, KO
   Stancin, T
   Wade, SL
AF Treble-Barna, Amery
   Schultz, Hanna
   Minich, Nori
   Taylor, H. Gerry
   Yeates, Keith Owen
   Stancin, Terry
   Wade, Shari L.
TI Long-Term Classroom Functioning and Its Association With
   Neuropsychological and Academic Performance Following Traumatic Brain
   Injury During Early Childhood
SO NEUROPSYCHOLOGY
LA English
DT Article
DE academic achievement; adaptive function; child development;
   neuropsychological outcomes; traumatic brain injury
ID RECOVERY 10 YEARS; COGNITIVE PREDICTORS; YOUNG-CHILDREN; OUTCOMES;
   BEHAVIOR; ACHIEVEMENT; STUDENTS; INTERVENTIONS; ADOLESCENTS; FLUENCY
AB Objective: The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Method: Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (+/- 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Results: Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Conclusions: Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at- risk children.
C1 [Treble-Barna, Amery; Schultz, Hanna] Cincinnati Childrens Hosp Med Ctr, Cincinnati, OH 45229 USA.
   [Minich, Nori; Taylor, H. Gerry] Case Western Reserve Univ, Dept Pediat Neuropsychol, Cleveland, OH 44106 USA.
   [Yeates, Keith Owen] Univ Calgary, Dept Psychol, Calgary, AB, Canada.
   [Stancin, Terry] Case Western Reserve Univ, Dept Pediat Psychol, Cleveland, OH 44106 USA.
   [Wade, Shari L.] Univ Cincinnati, Dept Phys Med & Rehabil, Cincinnati, OH 45221 USA.
   [Schultz, Hanna] Univ Alberta, Dept Educ Psychol, Edmonton, AB, Canada.
C3 Cincinnati Children's Hospital Medical Center; University System of
   Ohio; Case Western Reserve University; University of Calgary; University
   System of Ohio; Case Western Reserve University; University System of
   Ohio; University of Cincinnati; University of Alberta
RP Treble-Barna, A (corresponding author), Univ Pittsburgh, Dept Phys Med & Rehabil, 3471 Fifth Ave,Suite 202,Kaufman Bldg, Pittsburgh, PA 15213 USA.
EM amery.treble-barna@pitt.edu
RI Yeates, Keith/AAJ-4223-2020; Stancin, Terry/L-7993-2019
OI Yeates, Keith Owen/0000-0001-7680-2892
FU National Institute of Child Health and Development (NICHD) [R01
   HD42729]; Trauma Research grants from the State of Ohio Emergency
   Medical Services; National Center for Advancing Translational Sciences
   of the National Institutes of Health [8 UL1 TR000077]
FX This research was supported by funding through Grant R01 HD42729 from
   the National Institute of Child Health and Development (NICHD) and by
   Trauma Research grants from the State of Ohio Emergency Medical
   Services. Additional support was provided through Grant 8 UL1 TR000077
   from the National Center for Advancing Translational Sciences of the
   National Institutes of Health. We thank Harriet Bannister of the Juniper
   Gardens Children Project for providing training on the MS-CISSAR.
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NR 55
TC 35
Z9 47
U1 0
U2 17
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0894-4105
EI 1931-1559
J9 NEUROPSYCHOLOGY
JI Neuropsychology
PD JUL
PY 2017
VL 31
IS 5
BP 486
EP 498
DI 10.1037/neu0000325
PG 13
WC Psychology, Clinical; Neurosciences; Psychology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychology; Neurosciences & Neurology
GA EY1GE
UT WOS:000403713200002
PM 28627915
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Glover, M
   Choy, G
   Boland, GW
   Saini, S
   Prabhakar, AM
AF Glover, McKinley
   Choy, Garry
   Boland, Giles W.
   Saini, Sanjay
   Prabhakar, Anand M.
TI Radiology and Social Media: Are Private Practice Radiology Groups More
   Social Than Academic Radiology Departments?
SO JOURNAL OF THE AMERICAN COLLEGE OF RADIOLOGY
LA English
DT Article
DE Social media; patient engagement academic radiology; private practice
   radiology
ID FACEBOOK; TWITTER
AB Purpose: This study assesses the prevalence of use of the most commonly used social media sites among private radiology groups (PRGs) and academic radiology departments (ARDs).
   Methods: The 50 largest PRGs and the 50 ARDs with the highest level of funding from the National Institutes of Health were assessed for presence of a radiology-specific social media account on Facebook, Twitter, Instagram, Pinterest, YouTube, and Linkedln. Measures of organizational activity and end-user activity were collected, including the number of posts and followers, as appropriate; between-group comparisons were performed.
   Results: PRGs adopted Facebook 12 months earlier (P = .02) and Twitter 18 months earlier (P = .02) than did ARDs. A total of 76% of PRGs maintained >= 1 account on the social media sites included in the study, compared with 28% of ARDs (P < .0001). The prevalence of having an account on the social media sites for PRGs was: Facebook, 66%; Linkedln, 56%; Twitter, 42%; YouTube, 20%; Pinterest, 4%; and Instagram, 2%. The prevalence of radiology-specific social media accounts for ARDs was: Facebook, 18%; LinkedIn, 0%; Twitter, 24%; YouTube, 6%; Pinterest, 0%; and Instagram, 0%. There was no significant difference between ARDs and PRGs in measures of end-user or organizational activity on Facebook or Twitter.
   Conclusions: Use of social media in health care is emerging as mainstream, with PRGs being early adopters of Facebook and Twitter in comparison with ARDs. Competitive environments and institutional policies may be strong factors that influence how social media is used by radiologists at the group and department levels.
C1 [Glover, McKinley; Choy, Garry; Boland, Giles W.; Saini, Sanjay; Prabhakar, Anand M.] Massachusetts Gen Hosp, Dept Radiol, Boston, MA 02114 USA.
C3 Harvard University; Massachusetts General Hospital
RP Glover, M (corresponding author), Massachusetts Gen Hosp, Dept Radiol, 55 Fruit St,FND 216, Boston, MA 02114 USA.
EM mckinley.glover@mgh.harvard.edu
RI Boland, Giles wl/M-9856-2018
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NR 37
TC 43
Z9 44
U1 0
U2 13
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 1546-1440
J9 J AM COLL RADIOL
JI J. Am. Coll. Radiol.
PD MAY
PY 2015
VL 12
IS 5
BP 513
EP 518
DI 10.1016/j.jacr.2014.11.005
PG 6
WC Radiology, Nuclear Medicine & Medical Imaging
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Radiology, Nuclear Medicine & Medical Imaging
GA CI0IS
UT WOS:000354420900022
PM 25707884
DA 2024-07-15
ER

PT J
AU Ager, A
   Zarowsky, C
AF Ager, Alastair
   Zarowsky, Christina
TI Balancing the personal, local, institutional, and global: multiple case
   study and multidimensional scaling analysis of African experiences in
   addressing complexity and political economy in health research capacity
   strengthening
SO HEALTH RESEARCH POLICY AND SYSTEMS
LA English
DT Article
DE Capacity strengthening; Complexity; Global health research;
   Globalization; Institutional capacity; North-South-South partnerships;
   Political economy of health research; Mentorship
ID PARTNERSHIP
AB Background: Strengthening health research capacity in low- and middle-income countries remains a major policy goal. The Health Research Capacity Strengthening (HRCS) Global Learning (HGL) program of work documented experiences of HRCS across sub-Saharan Africa.
   Methods: We reviewed findings from HGL case studies and reflective papers regarding the dynamics of HRCS. Analysis was structured with respect to common challenges in such work, identified through a multi-dimensional scaling analysis of responses from 37 participants at the concluding symposium of the program of work.
   Results: Symposium participants identified 10 distinct clusters of challenges: engaging researchers, policymakers, and donors; securing trust and cooperation; finding common interest; securing long-term funding; establishing sustainable models of capacity strengthening; ensuring Southern ownership; accommodating local health system priorities and constraints; addressing disincentives for academic engagement; establishing and retaining research teams; and sustaining mentorship and institutional support. Analysis links these challenges to three key and potentially competing drivers of the political economy of health research: an enduring model of independent researchers and research leaders, the globalization of knowledge and the linked mobility of (elite) individuals, and institutionalization of research within universities and research centres and, increasingly, national research and development agendas.
   Conclusions: We identify tensions between efforts to embrace the global 'Community of Science' and the promotion and protection of national and institutional agendas in an unequal global health research environment. A nuanced understanding of the dynamics and implications of the uneven global health research landscape is required, along with a willingness to explore pragmatic models that seek to balance these competing drivers.
C1 [Ager, Alastair] Columbia Univ, Mailman Sch Publ Hlth, New York, NY 10027 USA.
   [Zarowsky, Christina] Univ Western Cape, Sch Publ Hlth, ZA-7535 Cape Town, South Africa.
   [Zarowsky, Christina] CR CHUM, Montreal, PQ H2X 0A9, Canada.
C3 Columbia University; University of the Western Cape; Universite de
   Montreal
RP Zarowsky, C (corresponding author), Univ Western Cape, Sch Publ Hlth, Robert Sobukwe Rd, ZA-7535 Cape Town, South Africa.
EM czarowsky@gmail.com
RI Amboko, Rashidi/D-9046-2015
OI Ager, Alastair/0000-0002-9474-3563; Zarowsky,
   Christina/0000-0002-0850-6212
FU IDRC grants 'HRCS Learning - Global Strand'; 'Strengthening African
   Research for Responsive Health Policy and Systems: Mapping and Analysis
   of Public Health Research and Capacity Strengthening Initiatives in
   Africa'
FX The work on which this analysis is based was funded through the IDRC
   grants 'HRCS Learning - Global Strand' and 'Strengthening African
   Research for Responsive Health Policy and Systems: Mapping and Analysis
   of Public Health Research and Capacity Strengthening Initiatives in
   Africa'. The former was carried out in the context of a wider health
   research capacity strengthening work involving partnership with the
   Wellcome Trust, the UK Government Department for International
   Development, and the IDRC, Canada. The views expressed in this
   manuscript are, however, solely those of the authors. We acknowledge the
   assistance of Penny Morrell in the analysis of findings. An earlier
   version of this paper [Ager A, Zarowsky C.
   http://www.hivaids-uwc.org.za/images/Ager_and_Zarowsky_AddressingPolitic
   al_Economy_and_Complexity_Working_Paper_9_July_2013. pdf] appeared as a
   Learning About Research Capacity Strengthening Series Working Paper of
   the University of Western Cape School of Public Health in June 2013. We
   are grateful for the thoughtful comments and suggestions of the two
   external reviewers of the manuscript.
CR Ager A, LEARNING RES CAPACIT
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NR 40
TC 14
Z9 17
U1 0
U2 14
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1478-4505
J9 HEALTH RES POLICY SY
JI Health Res. Policy Syst.
PD JAN 17
PY 2015
VL 13
AR 5
DI 10.1186/1478-4505-13-5
PG 9
WC Health Policy & Services
WE Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA AZ7IL
UT WOS:000348392700001
PM 25595847
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Rico-Juan, JR
   Cachero, C
   Macià, H
AF Rico-Juan, Juan Ramon
   Cachero, Cristina
   Macia, Hermenegilda
TI Study regarding the influence of a student's personality and an LMS
   usage profile on learning performance using machine learning techniques
SO APPLIED INTELLIGENCE
LA English
DT Article
DE Student dropout; Academic performance; Observational study; eXplainable
   Artificial Intelligence (XAI); Machine Learning (ML)
ID ACADEMIC-PERFORMANCE; UNIVERSITY-STUDENTS; 5-FACTOR MODEL;
   SELF-EFFICACY; ACHIEVEMENT; REGRESSION
AB Academic performance (AP) is crucial for lifelong success. Unfortunately, many students fail to meet expected academic benchmarks, leading to altered career paths or university dropouts. This issue is particularly pronounced in the early stages of higher education, highlighting the need for the instructors of these foundational courses to have access to simple yet effective tools for the early identification of students at high risk of academic failure. In this study, we propose a streamlined conceptual model inspired by the Model of Human Behavior (MHB) to which we have incorporated two dimensions: capacity and willingness. These dimensions are assessed through the definition of three variables: Prior Academic Performance (PAP), Personality and Academic Engagement, whose measurements can easily be obtained by the instructors. Furthermore, we outline a Machine Learning (ML) process that higher education instructors can use to create their own tailored models in order to predict AP and identify risk groups with high levels of transparency and interpretability. The application of our approach to a sample of 322 Spanish undergraduates studying two mathematical subjects at a Spanish university demonstrates its potential to detect failure early in the semester with a precision that is comparable with that of more complex models found in literature. Our tailored model identified that capacity was the primary predictor of AP, with a gain-to-baseline improvement of 21%, and the willingness variables increasing this to 27%. This approach is consistent over time. Implications for instructors are discussed and an open prediction and analysis tool is developed.
C1 [Rico-Juan, Juan Ramon; Cachero, Cristina] Univ Alicante, Dept Software & Comp Syst, Alicante 03690, Spain.
   [Macia, Hermenegilda] Univ Castilla La Mancha, Higher Tech Sch Comp Engn Albacete, Campus Univ S-N, Albacete 02071, Spain.
C3 Universitat d'Alacant; Universidad de Castilla-La Mancha
RP Macià, H (corresponding author), Univ Castilla La Mancha, Higher Tech Sch Comp Engn Albacete, Campus Univ S-N, Albacete 02071, Spain.
EM juanramonrico@ua.es; ccachero@dlsi.ua.es; hermenegilda.macia@uclm.es
RI RICO-JUAN, Juan Ramón/AAQ-9737-2021; Macia, Hermenegilda/H-8497-2015
OI RICO-JUAN, Juan Ramón/0000-0002-9199-5802; Macia,
   Hermenegilda/0000-0003-1462-5274
FU European Regional Development Fund
FX We would like to thank the students who kindly agreed to participate in
   our study.
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NR 95
TC 0
Z9 0
U1 4
U2 4
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0924-669X
EI 1573-7497
J9 APPL INTELL
JI Appl. Intell.
PD APR
PY 2024
VL 54
IS 8
BP 6175
EP 6197
DI 10.1007/s10489-024-05483-1
EA MAY 2024
PG 23
WC Computer Science, Artificial Intelligence
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science
GA UX1W3
UT WOS:001216057400001
OA hybrid
DA 2024-07-15
ER

PT J
AU Liu, W
   Gao, YG
   Gan, L
   Wu, JW
AF Liu, Wei
   Gao, Yonggang
   Gan, Lu
   Wu, Jinwen
TI The Role of Chinese Language Learners' Academic Resilience and
   Mindfulness in Their Engagement
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE academic resilience; mindfulness; academic engagement; Chinese language
   learners; positive psychology
ID STUDENT ENGAGEMENT; PSYCHOLOGICAL RESILIENCE; EMOTION REGULATION;
   MEDIATING ROLE; SELF-REPORT; INTERVENTION; TEACHERS; STRESS; SCHOOL;
   ADOLESCENTS
AB One of the growing area of interest in the educational area is student engagement which is the major construct of positive psychology (PP) vital in growing energetic, innovative, and pleasurable learning, but unluckily, all students are not engaged in terms of cognition, emotion, and behavior in learning. Another concept in the PP literature is resilience which emphasizes institutes' and people's powers and self-constraint to conform to accidental conditions. Furthermore, mindfulness as a significant term in PP has critical benefits such as improving working memory, improving wellbeing, and lowering tension. Considering the importance of mindfulness and engagement in academic environments and that such a notion in foreign language learning is neglected, the current study attempts to inspect the effect of mindfulness and resilience on the engagement of Chinese foreign language students. To meet this objective, 1,693 EFL learners participated in this study. They responded to the mindfulness scale, resilience scale, and engagement questionnaire. Subsequently, the Spearman Rho test was exploited to shed light on probable relationships. The findings indicated that there was a significant correlation among the variable of the study. Moreover, a linear multiple regression analysis was run to examine the predictor roles of mindfulness and resilience in learners' engagement. The findings revealed that both mindfulness and resilience are positive and reliable predictors of engagement. In a nutshell, the central position of resilience and mindfulness in language learning was verified, and based on the findings; a few suggestions are made considering the results of the research.
C1 [Liu, Wei] Hubei Univ Educ, Sch Foreign Languages, Wuhan, Peoples R China.
   [Gao, Yonggang; Gan, Lu; Wu, Jinwen] China Univ Geosci Wuhan, Sch Foreign Languages, Wuhan, Peoples R China.
C3 Hubei University of Education; China University of Geosciences
RP Gao, YG (corresponding author), China Univ Geosci Wuhan, Sch Foreign Languages, Wuhan, Peoples R China.
EM yggao@cug.edu.cn
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NR 73
TC 4
Z9 4
U1 15
U2 72
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 2
PY 2022
VL 13
AR 916306
DI 10.3389/fpsyg.2022.916306
PG 9
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2E1QR
UT WOS:000812008700001
PM 35719511
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Klasnic, I
   Duranovic, M
   Maras, N
AF Klasnic, Irena
   Duranovic, Marina
   Maras, Nevenka
TI Peer Cooperation between Students and Teacher Support in Different
   School Subjects Classes
SO CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE
LA English
DT Article
DE cooperation; support; students; teachers
ID ACADEMIC ENGAGEMENT; CHILD RELATIONSHIPS; MIDDLE SCHOOL; ACHIEVEMENT;
   MOTIVATION; CONTEXT
AB Cooperation between students realises quality peer relationships while teacher support encompasses the relations between students and adults. Abundant research stresses the importance of both relationships. Not all students possess the skills that enable them to cooperate with others, so teachers have the role of helping them develop and perfect these skills. Teacher support significantly influences not only students' academic achievements but also their emotional, social and moral development. The research goal was to describe how students perceive their mutual cooperation and the support from teachers in different school subjects.
   The research included 650 students from the seventh and eighth forms of 11 primary schools from Sisak-Moslavina County in the Republic of Croatia. Average age of the participants is 13.4 years, and their subject teachers' 69 years. The applied questionnaire consisted of two scales. Cooperation and Teacher Support. The mentioned scales were taken from the modified questionnaire What Is Happening in This Class (Fraser et al., 1996). Both scales were implemented in three school subjects: Croatian, maths and geography.
   The obtained results point to the fact that teachers are more directed to ensuring cooperation between students during lessons than to giving support in the work. Furthermore, teachers during whose class students realise better cooperation at the same time give higher level of support. Students assess that they cooperate the most in geography class, whereas at the same time they receive the least teacher support in this class. The correlation between education degree and years in service was not found when considering the results of the Cooperation and Teacher Support scales.
C1 [Klasnic, Irena; Duranovic, Marina; Maras, Nevenka] Univ Zagreb, Fac Teacher Educ, Dept Educ, Savska Cesta 77, Zagreb 10000, Croatia.
C3 University of Zagreb
RP Klasnic, I (corresponding author), Univ Zagreb, Fac Teacher Educ, Dept Educ, Savska Cesta 77, Zagreb 10000, Croatia.
EM irena.klasnic@ufzg.hr; marina.duranovic@ufzg.hr; nevenka.maras@ufzg.hr
RI GENÇ, Murat/K-9219-2019; Klasnić, Irena/AAP-1286-2021
OI GENÇ, Murat/0000-0002-9742-1770; Klasnić, Irena/0000-0002-0315-3104
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NR 41
TC 1
Z9 1
U1 6
U2 35
PU FAC TEACHER EDUCATION
PI ZAGREB
PA UNIV ZAGREB, SAVSKA CESTA 77, ZAGREB, 00000, CROATIA
SN 1848-5189
EI 1848-5197
J9 CROAT J EDUC
JI Croat. J. Educ.
PY 2020
VL 22
SI 3
BP 21
EP 36
DI 10.15516/cje.v22i0.3907
PG 16
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA TR8OJ
UT WOS:000679219300002
OA Green Published
DA 2024-07-15
ER

PT J
AU Smith, T
   Iadarola, S
   Mandell, DS
   Harwood, R
   Kasari, C
AF Smith, Tristram
   Iadarola, Suzannah
   Mandell, David S.
   Harwood, Robin
   Kasari, Connie
TI Community-Partnered Research With Urban School Districts That Serve
   Children With Autism Spectrum Disorder
SO ACADEMIC PEDIATRICS
LA English
DT Article
DE autism; community pediatrics; community-based participatory research;
   schools
ID SERVICES; PEDIATRICS; ACCESS; TRIAL; NEEDS; ASD
AB OBJECTIVE: To illustrate the process of community-partnered participatory research to develop and evaluate interventions for children with autism in urban school districts.
   METHODS: We formed partnerships of school personnel, parents, and researchers to guide the project. We then conducted focus groups, key informant interviews, and town halls to explore how public schools currently serve students with autism. We used findings from these activities to adapt interventions for public schools. We then tested interventions in randomized clinical trials (RCTs).
   RESULTS: Community input indicated a particular need for interventions to improve children's social interaction and instructional supports to promote their success throughout the day. On the basis of this input, we adapted 2 interventions: Remaking Recess for improving peer engagement during social times; and Schedules, Tools, and Activities for Transition (STAT) for facilitating successful transitions between activities throughout the daily routine. Results of the RCT of Remaking Recess are not yet available. The RCT of STAT involved 150 children and 56 teachers. Teachers reported high buy-in and increased their proficiency at implementing STAT; children with ASD reduced their disruptive behavior and made progress toward teacher-nominated goals. However, teachers' implementation remained inconsistent, and children did not reliably improve in academic engagement or independence.
   CONCLUSIONS: The findings suggest that although community-partnered participatory research has limitations, it can assist in selecting interventions to address community priorities and produce some favorable outcomes for children with autism in public schools. An important next step is to evaluate the sustainability of the interventions introduced in this project.
C1 [Smith, Tristram; Iadarola, Suzannah] Univ Rochester, Med Ctr, Dept Pediat, 265 Crittenden Blvd, Rochester, NY 14642 USA.
   [Mandell, David S.] Univ Penn, Perelman Sch Med, Ctr Mental Hlth Policy & Serv Res, Philadelphia, PA 19104 USA.
   [Harwood, Robin] Hlth Resources & Serv Adm, Maternal & Child Hlth Bur, Div Res, Off Epidemiol & Res, Rockville, MD USA.
   [Kasari, Connie] Univ Calif Los Angeles, Grad Sch Educ & Informat Sci, Los Angeles, CA USA.
C3 University of Rochester; University of Pennsylvania; United States
   Health Resources & Service Administration (HRSA); University of
   California System; University of California Los Angeles
RP Smith, T (corresponding author), Univ Rochester, Med Ctr, Dept Pediat, 265 Crittenden Blvd, Rochester, NY 14642 USA.
EM Tristram_Smith@URMC.Rochester.edu
RI Mandell, David S/H-2730-2012
OI Smith, Tristram/0000-0002-2104-2264; Iadarola,
   Suzannah/0000-0001-6828-8379
FU Health Resources and Services Administration (HRSA) of the US Department
   of Health and Human Services (HHS) [UA3 MC 11055]; Autism Intervention
   Research on Behavioral Health (AIR-B)
FX Supported in part by the Health Resources and Services Administration
   (HRSA) of the US Department of Health and Human Services (HHS) under
   grant UA3 MC 11055, Autism Intervention Research on Behavioral Health
   (AIR-B). This information or content and conclusions are those of the
   author and should not be construed as the official position or policy
   of, nor should any endorsements be inferred by HRSA, HHS, or the US
   government.
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NR 22
TC 9
Z9 13
U1 1
U2 13
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 1876-2859
EI 1876-2867
J9 ACAD PEDIATR
JI Acad. Pediatr.
PD AUG
PY 2017
VL 17
IS 6
BP 614
EP 619
DI 10.1016/j.acap.2017.04.017
PG 6
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Pediatrics
GA FC8LI
UT WOS:000407092400007
PM 28454928
DA 2024-07-15
ER

PT J
AU Douglass, JA
   Thomson, G
   Zhao, CM
AF Douglass, John Aubrey
   Thomson, Gregg
   Zhao, Chun-Mei
TI The learning outcomes race: the value of self-reported gains in large
   research universities
SO HIGHER EDUCATION
LA English
DT Article
DE Learning outcomes; Standardized tests; Global higher education markets;
   AHELO; Student academic engagement
ID RESPONSE-SHIFT BIAS
AB Throughout the world, measuring "learning outcomes" is viewed by many stakeholders as a relatively new method to judge the "value added" of colleges and universities. The potential to accurately measure learning gains is also a diagnostic tool for institutional self-improvement. This essay discussed the marketisation of learning outcomes tests, and the relative merits of student experience surveys in gauging learning outcomes by analyzing results from the University of California's Undergraduate Experience Survey (Student Experience in the Research University Survey: SERU-S). The SERU-S includes responses by seniors who entered as freshmen on six educational outcomes self-reports: analytical and critical thinking skills, writing skills, reading and comprehension skills, oral presentation skills, quantitative skills, and skills in a particular field of study. Although self-reported gains are sometimes regarded as having dubious validity compared to so-called "direct measures" of student learning, the analysis of this study reveals the SERU survey design has many advantages, especially in large, complex institutional settings. Without excluding other forms of gauging learning outcomes, we conclude that, designed properly, student surveys offer a valuable and more nuanced alternative in understanding and identifying learning outcomes in the broad tapestry of higher education institutions. We discuss the politics of the learning outcomes race, the validity of standardized tests like the Collegiate Learning Assessment (CLA), and what we can learn from student surveys like SERU-S. We also suggest there is a tension between what meets the accountability desires of governments and the needs of individual universities focused on self-improvement.
C1 [Douglass, John Aubrey; Thomson, Gregg; Zhao, Chun-Mei] Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
C3 University of California System; University of California Berkeley
RP Douglass, JA (corresponding author), Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
EM douglass@berkeley.edu; gthomson@berkeley.edu; mzhao@berkeley.edu
CR Adelman C., 2006, ED WEEK, V26
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NR 26
TC 92
Z9 116
U1 0
U2 59
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD SEP
PY 2012
VL 64
IS 3
BP 317
EP 335
DI 10.1007/s10734-011-9496-x
PG 19
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 967DR
UT WOS:000305887100003
DA 2024-07-15
ER

PT J
AU Lafavor, T
AF Lafavor, Theresa
TI The Relationship Between Parent and Teacher Perceptions and the Academic
   Success of Homeless Youth
SO CHILD & YOUTH CARE FORUM
LA English
DT Article
DE Homeless; highly mobile; Early adolescence; Risk; School success;
   Perceptions
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; POSTTRAUMATIC-STRESS-DISORDER;
   HIGHLY MOBILE CHILDREN; SCHOOL CLIMATE; MENTAL-HEALTH; EXECUTIVE
   FUNCTION; SOCIAL COMPETENCE; BEHAVIOR PROBLEMS; STUDENT MOBILITY; RISK
AB Background Homeless and highly mobile (HHM) students experience early, persistent, and widening academic gaps across years of schooling. Behavioral regulation, critical in academic functioning, is related to parent and teacher perceptions of competence and engagement. Research demonstrates teachers report low-income children and children of color to have less self-regulation and report lower achievement expectations. Objective The current study examined the relationship between parent and teacher perceived behavioral regulation and academic engagement and competence in understanding the achievement of 9-11-year-old HHM youth living in emergency housing. Method The current study used objective measures of child cognitive and academic ability, and subjective parent and teacher report of child behavior and academic competence and engagement (N = 86 parent-child dyads and 48 teachers; Child: M-age = 10.5 years, 46% female, 86% racial/ethnic minority). Parents and children participated in concurrent sessions in the shelter; teachers completed measures and returned them by mail. Results Parents reported fewer behavioral problems on the BRIEF and higher perceived academic competence and engagement compared to teacher report. Parent perceived competence was related to both reading and math ability, while teacher perceptions were unrelated to objective testing. Teacher perceived engagement was associated with reading and math ability. Conclusions This study identifies important disparities between parents' and teachers' perceptions of competence and engagement compared to objective measurement of academic ability. Results suggest teachers in the current sample perceive HHM students as less competent and engaged regardless of objective testing. These findings are consistent with existing research among vulnerable students.
C1 [Lafavor, Theresa] Pacific Univ, Sch Grad Psychol, 180 SE 8th Ave,Suite 260, Hillsboro, OR 97123 USA.
   [Lafavor, Theresa] DeveloPlay LLC, POB 8055, St Paul, MN 55108 USA.
   [Lafavor, Theresa] Loyola Univ Chicago, 35 Nathan Lane N,APT 206, Plymouth, MN 55441 USA.
   [Lafavor, Theresa] Univ Minnesota, Dept Pediat, East Buidling,2450 Riverside Ave, Minneapolis, MN 55454 USA.
C3 Pacific University; University of Minnesota System; University of
   Minnesota Twin Cities
RP Lafavor, T (corresponding author), Pacific Univ, Sch Grad Psychol, 180 SE 8th Ave,Suite 260, Hillsboro, OR 97123 USA.; Lafavor, T (corresponding author), DeveloPlay LLC, POB 8055, St Paul, MN 55108 USA.; Lafavor, T (corresponding author), Loyola Univ Chicago, 35 Nathan Lane N,APT 206, Plymouth, MN 55441 USA.; Lafavor, T (corresponding author), Univ Minnesota, Dept Pediat, East Buidling,2450 Riverside Ave, Minneapolis, MN 55454 USA.
EM Tlafavor@pacificu.edu
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NR 74
TC 1
Z9 6
U1 2
U2 13
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-1890
EI 1573-3319
J9 CHILD YOUTH CARE FOR
JI Child Youth Care Forum
PD JUN
PY 2020
VL 49
IS 3
BP 449
EP 468
DI 10.1007/s10566-019-09538-0
PG 20
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA LO5NV
UT WOS:000533675300006
DA 2024-07-15
ER

PT J
AU Losh, A
   Blacher, J
AF Losh, Ainsley
   Blacher, Jan
TI Promoting young autistic students' social functioning and engagement in
   the classroom: Positive response strategies and close student-teacher
   relationships
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE Autism; Education; Student-teacher relationships; Classroom management;
   Inclusion; Praise
ID CHILD RELATIONSHIPS; SPECTRUM DISORDER; INTELLECTUAL DISABILITY;
   ACADEMIC-ACHIEVEMENT; RELATIONSHIP QUALITY; MISSING DATA; SHORT-FORM;
   BEHAVIOR; MANAGEMENT; ELEMENTARY
AB Background: Classrooms can create barriers to young autistic students' social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs.Method: The present study uses SEM to investigate a path by which teachers' use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4-7 years). Factors contributing to teachers' reported frequency of using positive response strategies were also explored using multiple linear regression.Results: The model was a close fit to the data (chi 2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students' social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers' perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use.Conclusions: Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students' academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers' use of strategies.
C1 [Losh, Ainsley; Blacher, Jan] Univ Calif Riverside, Sch Educ, Riverside, CA 95251 USA.
   [Losh, Ainsley] Massachusetts Gen Hosp, Lurie Ctr Autism, One Maguire Rd, Lexington, MA 02421 USA.
C3 University of California System; University of California Riverside;
   Harvard University; Massachusetts General Hospital
RP Losh, A (corresponding author), Massachusetts Gen Hosp, Lurie Ctr Autism, One Maguire Rd, Lexington, MA 02421 USA.
EM alosh001@ucr.edu
OI Losh, Ainsley/0000-0003-2780-583X
FU Institute of Education Sciences [R324A110086]; SEARCH Family Autism
   Resource Center in the School of Education, University of California,
   Riverside
FX This project was based on a longitudinal study funded by the Institute
   of Education Sciences (R324A110086; J Blacher, P.I.) . Support was also
   provided by the SEARCH Family Autism Resource Center in the School of
   Education, University of California, Riverside. We are indebted to
   colleagues and students who contributed to this research, and especially
   to the children, parents, and teachers who participated in this study.
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NR 112
TC 1
Z9 2
U1 4
U2 7
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD SEP
PY 2023
VL 107
AR 102225
DI 10.1016/j.rasd.2023.102225
EA AUG 2023
PG 15
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA U8VU8
UT WOS:001087531300001
DA 2024-07-15
ER

PT J
AU Konold, T
   Cornell, D
   Shukla, K
   Huang, F
AF Konold, Timothy
   Cornell, Dewey
   Shukla, Kathan
   Huang, Francis
TI Racial/Ethnic Differences in Perceptions of School Climate and Its
   Association with Student Engagement and Peer Aggression
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE School climate; Race/Ethnicity; Multilevel modeling; Race differences
ID AUTHORITATIVE SCHOOL; ACADEMIC ENGAGEMENT; MULTILEVEL; VICTIMIZATION;
   MIDDLE; ADOLESCENCE; PREDICTORS; CHILDHOOD; TEACHERS; VALIDITY
AB Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9-12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.
C1 [Konold, Timothy; Cornell, Dewey] Univ Virginia, Charlottesville, VA 22904 USA.
   [Shukla, Kathan] Indian Inst Management Ahmedabad, Ahmadabad, Gujarat, India.
   [Huang, Francis] Univ Missouri, Columbia, MO 65211 USA.
C3 University of Virginia; Indian Institute of Management (IIM System);
   Indian Institute of Management Ahmedabad; University of Missouri System;
   University of Missouri Columbia
RP Konold, T (corresponding author), Univ Virginia, Charlottesville, VA 22904 USA.
EM Konold@Virginia.edu
RI Huang, Francis/C-2159-2015; Shukla, Kathan/ABA-9178-2020
OI Huang, Francis/0000-0002-5900-7763; Cornell, Dewey/0000-0002-3631-1527;
   Konold, Timothy/0000-0003-0092-9234; Shukla, Kathan
   Dushyant/0000-0002-9236-9707
FU Office of Juvenile Justice and Delinquency Prevention, Office of Justice
   Programs, U.S. Department of Justice [2012-JF-FX-0062]; National
   Institute of Justice, Office of Justice Programs, U.S. Department of
   Justice [NIJ 2014-CK-BX-0004]
FX This project was supported by Grant #2012-JF-FX-0062 awarded by the
   Office of Juvenile Justice and Delinquency Prevention, Office of Justice
   Programs, U.S. Department of Justice; and Grant #NIJ 2014-CK-BX-0004
   awarded by the National Institute of Justice, Office of Justice
   Programs, U.S. Department of Justice. The opinions, findings, and
   conclusions or recommendations expressed in this publication are those
   of the authors and do not necessarily reflect those of the Department of
   Justice.
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NR 74
TC 83
Z9 133
U1 0
U2 28
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD JUN
PY 2017
VL 46
IS 6
SI SI
BP 1289
EP 1303
DI 10.1007/s10964-016-0576-1
PG 15
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA EU9HW
UT WOS:000401351200012
PM 27663576
DA 2024-07-15
ER

PT J
AU Washington-Nortey, M
   Granger, K
   Sutherland, KS
   Conroy, M
   Kaur, N
   Hetrick, A
AF Washington-Nortey, Melissa
   Granger, Kristen
   Sutherland, Kevin S.
   Conroy, Maureen
   Kaur, Navneet
   Hetrick, Allyse
TI Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use
   with Students at Risk for Emotional and Behavioral Disorders Amidst the
   COVID-19 Pandemic
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Evidence-based practices; Emotional or behavioral disorders;
   Sustainment; Elementary students
ID ADOLESCENT PSYCHIATRIC-DISORDERS; MENTAL-HEALTH; 1ST STEP;
   IMPLEMENTATION; CHILD; INTERVENTION; QUALITY; EPIDEMIOLOGY;
   PRESCHOOLERS; EFFICACY
AB There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when funding is paused temporarily, and in less-than-ideal conditions. This study used qualitative methods to investigate whether teachers previously trained in the BEST in CLASS-Elementary intervention continued to use the program's evidence-based practices with students 1-2 years after completing the program and in the context of the COVID-19 pandemic. It also examined teachers' perceptions of the impact of practice use on students' academic and social outcomes. Thirteen BEST in CLASS-Elementary teachers from elementary schools in two southeastern states in the USA where the program was implemented completed semi-structured interviews on the topic. Data were coded thematically, and the results indicated that over 50% of teachers reported using "rules, " "supportive relationships, " and "praise " frequently with their students. However, "precorrection " and "opportunities to respond " were reportedly used less often. Teachers also perceived that their use of these evidence-based practices was linked to increases in their students' academic engagement and academic performance and knowledge, improvements in students' behaviors, their relationships with teachers, and general comfort and self-confidence. The discussion highlights modality-specific patterns noted in the results that might influence sustainment and the implication of these findings for interventions and programs aimed at promoting positive behavioral outcomes for early elementary school students.
C1 [Washington-Nortey, Melissa] Kings Coll London, Inst Psychiat Psychol & Neurosci, Dept Psychol, London SE1 1UL, England.
   [Granger, Kristen] Vanderbilt Univ, Peabody Coll, Dept Special Educ, 230 Appleton Pl, Nashville, TN 37203 USA.
   [Sutherland, Kevin S.] Virginia Commonwealth Univ, Sch Educ, Dept Counseling & Special Educ, Box 842020, Richmond, VA 23284 USA.
   [Conroy, Maureen] Univ Florida, Anita Zucker Ctr Excellence Early Childhood Studie, POB 117050, Gainesville, FL 32611 USA.
   [Kaur, Navneet] Virginia Commonwealth Univ, Dept Psychol, Box 842020, Richmond, VA 23284 USA.
   [Hetrick, Allyse] Univ Florida, Inst Child Hlth Policy, 2004 Mowry Rd, Gainesville, FL 32603 USA.
C3 University of London; King's College London; Vanderbilt University;
   Vanderbilt University Peabody College; Virginia Commonwealth University;
   State University System of Florida; University of Florida; Virginia
   Commonwealth University; State University System of Florida; University
   of Florida
RP Washington-Nortey, M (corresponding author), Kings Coll London, Inst Psychiat Psychol & Neurosci, Dept Psychol, London SE1 1UL, England.
EM melissa.washington-nortey@kcl.ac.uk
RI KAUR, NAVNEET/HMP-0723-2023; Sutherland, Kevin/A-7741-2009
OI Washington-Nortey, Melissa/0000-0002-8721-1710
FU U.S. Department of Education's Institute for Education Sciences
   [R305A180182]; National Institute for Health and Care Research
   [NIHR200842]
FX This research was supported in part by grants from the U.S. Department
   of Education's Institute for Education Sciences (R305A180182) and the
   National Institute for Health and Care Research (NIHR200842). The
   opinions expressed by the authors are not necessarily reflective of the
   position of or endorsed by the U.S. Department of Education.
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NR 56
TC 0
Z9 0
U1 1
U2 7
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD JUN
PY 2023
VL 15
IS 2
BP 470
EP 483
DI 10.1007/s12310-022-09561-y
EA DEC 2022
PG 14
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA J6QF5
UT WOS:000899847700001
PM 36569406
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Özkan, SY
   Sonmez, M
AF Ozkan, Serife Yucesoy
   Sonmez, Mine
TI Examination of Single Subject Studies Conducted on Individuals with
   Disabilities by Using Self Management Strategies: A Meta Analysis Study
SO KURAM VE UYGULAMADA EGITIM BILIMLERI
LA English
DT Article; Proceedings Paper
CT 19th Congress on the National Special Education
CY 2009
CL Marmaris, TURKEY
DE Self-Management Strategies; Antecedent Cue Regulation; Self-Monitoring;
   Self-Instruction; Self-Evaluation; Self-Reinforcement; Meta-Analysis
ID HIGH-SCHOOL-STUDENTS; OFF-TASK BEHAVIOR; ACADEMIC ENGAGEMENT;
   MENTAL-RETARDATION; ON-TASK; QUANTITATIVE SYNTHESIS; WRITTEN EXPRESSION;
   SOCIAL-BEHAVIOR; VIDEO FEEDBACK; INTERVENTION
AB Individuals with disabilities need to learn to control their own behaviors to rank among in the community. Self-management strategies are developed for this purpose. These strategies include antecedent cue regulation, self-instruction, self-monitoring, self-evaluation, and self-reinforcement. In the literature, there are researches about the effectiveness of self-management strategies on teaching various behaviors to individuals with disabilities. In this study 40 single-subject research articles conducted with individuals with disabilities and published in peer-reviewed journals in between 1999-2008 have been examined. Articles primarily have been descriptively analyzed and then examined by use of meta-analysis as the computation of effect-size. Examining the findings of the descriptive analysis, it is found out that the most commonly used strategy is self-monitoring and strategies are mostly used for people aged between 7 and 17, which is referred to as school age. The PND score obtained in the studies that were examined was found as 87.23% on average for the behaviors that were wished to be increased, compared with PZD score an average of 43.96% for the behaviors that were desired to be decreased. According to the PND and PZD scores, it is possible to say that self-management strategies are effective for those behaviors that are desired to be increased, but they are doubtful/unstable in managing behaviors that are desired to be decreased. Findings have been interpreted and discussed by considering the literature and suggestions have been submitted for the implications and future researches.
C1 [Ozkan, Serife Yucesoy] Anadolu Univ, Fac Educ, Dept Special Educ, TR-26470 Eskisehir, Turkey.
   [Sonmez, Mine] Canakkale Onsekiz Mart Univ, Canakkale, Turkey.
C3 Anadolu University; Canakkale Onsekiz Mart University
RP Özkan, SY (corresponding author), Anadolu Univ, Fac Educ, Dept Special Educ, Yunusemre Campuss, TR-26470 Eskisehir, Turkey.
EM syucesoy@anadolu.edu.tr
RI Yucesoy Ozkan, Serife/AAA-4138-2021; Kartal, Mine Sönmez/AAW-2092-2020
OI Yucesoy Ozkan, Serife/0000-0002-0529-0639; Kartal, Mine
   Sönmez/0000-0002-8594-0485
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NR 79
TC 8
Z9 15
U1 0
U2 9
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 1303-0485
J9 KURAM UYGUL EGIT BIL
JI Kuram Uygulamada Egit. Bilim.
PD SPR
PY 2011
VL 11
IS 2
BP 809
EP 821
PG 13
WC Education & Educational Research
WE Social Science Citation Index (SSCI); Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH)
SC Education & Educational Research
GA 772HA
UT WOS:000291223700016
DA 2024-07-15
ER

PT J
AU Gomes, S
   Costa, L
   Martinho, C
   Dias, J
   Xexeo, G
   Santos, AM
AF Gomes, Samuel
   Costa, Luis
   Martinho, Carlos
   Dias, Joao
   Xexeo, Geraldo
   Santos, Ana Moura
TI Modeling students' behavioral engagement through different in-class
   behavior styles
SO INTERNATIONAL JOURNAL OF STEM EDUCATION
LA English
DT Article
DE Behavioral engagement; STEM Education; COPUS Protocol; Adaptive Learning
   Systems
ID TEACHER-CHILD RELATIONSHIPS; ACADEMIC ENGAGEMENT; SCHOOL; ACHIEVEMENT;
   PERCEPTIONS; MATHEMATICS
AB BackgroundT he growing necessity of providing better education, notably through the development of Adaptive Learning Systems (ALSs), leveraged the study of several psychological constructs to accurately characterize learners. A concept extensively studied in education is engagement, a multidimensional construct encompassing behavioral expression and motivational backgrounds. This metric can be used to not only guide certain pedagogic methodologies, but also to endow systems with the right tutoring techniques. As such, this article aims to inspire improved teaching styles and automatic learning systems, by experimentally verifying the influence of in-class behaviors in students' engagement.
   Results Over 16 math lessons, the occurrence of students' and instructors' behaviors, alongside students' engagement estimates, were recorded using the COPUS observation protocol. After behavior-profiling the classes deploying such lessons, significant linear models were computed to relate the frequency of the students' or instructors' behaviors with the students' engagement at different in-class periods. The models revealed a positive relation of students' initial individual thinking and later group activity participation with their collective engagement, as well as a positive engagement relation with the later application of instructor's strategies such as giving feedback and moving through class, guiding on-going work.
   Conclusions The results suggest the benefit of applying a workshop-like learning process, providing more individual explanations and feedback at the beginning of an interaction, leaving collective feedback and students' guidance of on-going work for later on. Based on the relations suggested by our models, several guidelines for developing ALSs are proposed, and a practical illustrative example is formulated.
C1 [Gomes, Samuel; Martinho, Carlos; Dias, Joao] INESC ID, Rua Alves Redol 9, P-1000029 Lisbon, Portugal.
   [Gomes, Samuel; Martinho, Carlos; Santos, Ana Moura] Univ Lisbon, Inst Super Tecn, Ave Rovisco Pais 1, P-1049001 Lisbon, Portugal.
   [Costa, Luis; Xexeo, Geraldo] Univ Fed Rio de Janeiro, Rua Antonio Barros de Castro,119,Cidade Univ, BR-21941853 Rio De Janeiro, Brazil.
   [Dias, Joao] CCMAR, Campus Gambelas, P-8005139 Faro, Portugal.
   [Dias, Joao] Univ Algarve, Fac Ciencias & Tecnol, Campus Gambelas, P-8005139 Faro, Portugal.
C3 Universidade de Lisboa; INESC-ID; Universidade de Lisboa; Universidade
   Federal do Rio de Janeiro; Universidade do Algarve
RP Gomes, S (corresponding author), INESC ID, Rua Alves Redol 9, P-1000029 Lisbon, Portugal.; Gomes, S (corresponding author), Univ Lisbon, Inst Super Tecn, Ave Rovisco Pais 1, P-1049001 Lisbon, Portugal.
EM samuel.gomes@tecnico.ulisboa.pt
RI ; Moura Santos, Ana/I-3841-2015
OI Costa, Luis Felipe Coimbra/0000-0002-0633-3290; Moura Santos,
   Ana/0000-0001-5252-2861; Dias, Joao/0000-0002-1653-1821; Gomes,
   Samuel/0000-0001-8374-5064
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NR 47
TC 4
Z9 4
U1 12
U2 33
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2196-7822
J9 INT J STEM EDUC
JI Int. J. STEM Educ.
PD MAR 11
PY 2023
VL 10
IS 1
AR 21
DI 10.1186/s40594-023-00407-w
PG 15
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 9U5HJ
UT WOS:000947741400001
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Burns, EC
   Van Bergen, P
   Leonard, A
   Amin, Y
AF Burns, Emma C.
   Van Bergen, Penny
   Leonard, Annie
   Amin, Yusriya
TI Positive, complicated, distant, and negative: How different
   teacher-student relationship profiles relate to students' science
   motivation
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE adolescents; latent profile analysis; motivation; science education;
   teacher-student relationships
ID HIGH-SCHOOL; LONGITUDINAL EXAMINATION; RELATIONSHIP INVENTORY;
   INTERPERSONAL RELATIONSHIPS; ACADEMIC ENGAGEMENT; GENDER-DIFFERENCES;
   ELEMENTARY-SCHOOL; SOCIAL SUPPORT; UTILITY-VALUE; TASK VALUES
AB Introduction Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-emotional support, instrumental help, and conflict. Such research is needed to better understand the diversity of relationships that exist within a science classroom and their impact on science motivation. Methods This study examined N = 2669 Australian high school students (66% girls; M-age = 15.11 years; SD = 0.69). Data were collected via online sampling in the final quarter of 2020. The data are cross-sectional. Latent profile analysis was used to (1) determine if distinct student profiles based on the three dimensions of TSRs existed and (2) the extent to which these profiles were associated with varying levels of science motivation: self-efficacy, intrinsic value, utility value, and cost. Results Four distinct profiles were identified: Positive, Complicated, Distant, and Negative. Students in the Negative TSR profile reported the lowest adaptive motivation and highest cost. The associations between profile membership and motivation were more varied for the Positive, Complicated, and Distant TSR profiles. Conclusions Findings indicate that dichotomous perspectives (positive vs. negative) may be insufficient to describe the diversity of relationships within science classrooms. Results also suggest that concurrent attendance to all dimensions of TSRs is needed to improve relationships.
C1 [Burns, Emma C.; Leonard, Annie; Amin, Yusriya] Macquarie Univ, Fac Arts, Sch Educ, Sydney, NSW, Australia.
   [Van Bergen, Penny] Univ Wollongong, Sch Educ, Fac Arts Social Sci & Humanities, Wollongong, NSW, Australia.
C3 Macquarie University; University of Wollongong
RP Burns, EC (corresponding author), Macquarie Univ, Fac Arts, Sch Educ, Sydney, NSW, Australia.
EM emma.burns@mq.edu.au
RI Burns, Emma/KHT-9036-2024
OI Van Bergen, Penny/0000-0001-9542-812X; Burns, Emma C/0000-0001-6323-1816
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PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD DEC
PY 2022
VL 94
IS 8
BP 1150
EP 1162
DI 10.1002/jad.12093
EA SEP 2022
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 8I0MO
UT WOS:000857851100001
PM 36120964
OA hybrid
DA 2024-07-15
ER

PT J
AU Mensah, MA
   Campbell-Evans, G
   Main, S
AF Mensah, Mary Afi
   Campbell-Evans, Glenda
   Main, Susan
TI Inclusion in Ghanaian public universities: a focus on student voices
SO DISABILITY & SOCIETY
LA English
DT Article
DE Students with disabilities; engagement; tertiary education; universal
   design; student voices; inclusion
ID HIGHER-EDUCATION; DISABLED STUDENTS; DISABILITY
AB People with disabilities have an inviolable right to equitable access and participation in tertiary education and support systems are known to be indispensable in making this right a reality. This article presents the voices of students with disabilities regarding aspects that influence their successful access and participation in tertiary education in Ghana. A qualitative approach was adopted for the study with data collected through interviews with 12 students with disabilities in three public universities. From the perspective of these students, successful inclusion of people with disabilities in tertiary education in Ghana is influenced by enrolment practices, the built environment, teaching and learning approaches, and assessment provisions. The context influenced provisions and support provided. Attitudes of the university community and lack of knowledge of inclusive practices such as Universal Design play a role in students' access and participation. Comprehensive awareness-raising on disability and inclusive practices is recommended to address this issue.
   Points of interest This paper explores inclusion practices in three Ghanaian public universities focussing on the combined voices of students with disabilities. The context of the three universities influences the provisions and support available for people with disabilities. The students with disabilities involved in the study reported that access to the university environment and support for academic engagement impact their university experience. The attitude of the university community is a factor in ensuring access, participation and success of people with disabilities in higher education. Creating awareness of disability issues within the university community is pivotal in building and sustaining inclusive culture. The application of universal design principles is essential to improving access and participation of people with disabilities in higher education institutions.
C1 [Mensah, Mary Afi] Univ Dev Studies, Fac Educ, Tamale, Ghana.
   [Campbell-Evans, Glenda; Main, Susan] Edith Cowan Univ, Sch Educ, Perth, WA, Australia.
C3 University for Development Studies; Edith Cowan University
RP Mensah, MA (corresponding author), Univ Dev Studies, Fac Educ, Tamale, Ghana.
EM maafi2026@gmail.com
RI Main, Susan/ABD-1968-2021
OI Main, Susan/0000-0002-5955-4222
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NR 72
TC 0
Z9 0
U1 1
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0968-7599
EI 1360-0508
J9 DISABIL SOC
JI Disabil. Soc.
PD MAY 27
PY 2024
VL 39
IS 5
BP 1173
EP 1195
DI 10.1080/09687599.2022.2142521
EA OCT 2022
PG 23
WC Rehabilitation; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI)
SC Rehabilitation; Social Sciences - Other Topics
GA XR1J7
UT WOS:000884247300001
DA 2024-07-15
ER

PT J
AU Jowett, S
   Warburton, VE
   Beaumont, LC
   Felton, L
AF Jowett, Sophia
   Warburton, Victoria E.
   Beaumont, Lee C.
   Felton, Luke
TI Teacher-Student relationship quality as a barometer of teaching and
   learning effectiveness: Conceptualization and measurement
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE mathematics; physical education; relationship quality; Teacher-Student;
   TSRQ-Q; youth
ID COACH-ATHLETE RELATIONSHIP; DETERMINATION THEORY PERSPECTIVE;
   INTERPERSONAL RELATIONSHIPS; MEASUREMENT INVARIANCE; PERCEIVED
   COMPETENCE; SOCIAL SUPPORT; MIDDLE SCHOOL; SELF-CONCEPT; PERCEPTIONS;
   QUESTIONNAIRE
AB BackgroundThe Teacher-Student relationship (TSR) is instrumental for young children and adolescents' socio-emotional development and wellbeing as well as academic engagement and progress.AimsThe primary aim of this study was to test the psychometric properties, including reliability and factorial, convergent, and predictive validity, of the Teacher-Student Relationship Quality Questionnaire (TSRQ-Q) with two samples of students.Sample(s)Participants were 294 students from secondary schools in the East Midlands and the East of England. Participants were separated into two samples; those who completed the TSRQ-Q with their physical education teacher in mind (n = 150 students) and those who completed it with their mathematics teacher in mind (n = 144 students).MethodA multi-section questionnaire comprised of the TSRQ-Q and other validated measures was completed on one occasion by students in both samples to assess their perceptions of the quality of the TSR, positive and negative affect, intrinsic motivation, physical self-concept, enjoyment, and perceived competence.ResultsIn both samples, the TSRQ-Q demonstrated good internal consistency, factorial, convergent, and predictive validity. The quality of the TSR had both direct and indirect effects through positive affect on student outcomes in mathematics and physical education.ConclusionsThe TSRQ-Q is a valid measure for assessing students' perceptions of the quality of the relationship with their teacher. The conceptual and practical significance of this unique relationship was reflected by its dual pathway effect on a range of student outcomes and via influencing students' positive affect in the classroom.
C1 [Jowett, Sophia] Loughborough Univ, Sch Sport Exercise & Hlth Sci, Loughborough, England.
   [Warburton, Victoria E.; Beaumont, Lee C.] Univ East Anglia, Sch Educ & Lifelong Learning, Norwich, England.
   [Felton, Luke] Univ Roehampton, Sch Life & Hlth Sci, London, England.
   [Jowett, Sophia] Loughborough Univ, Sch Sport Exercise & Hlth Sci, Loughborough LE11 3TU, Leics, England.
C3 Loughborough University; University of East Anglia; University of
   London; King's College London; Roehampton University; Loughborough
   University
RP Jowett, S (corresponding author), Loughborough Univ, Sch Sport Exercise & Hlth Sci, Loughborough LE11 3TU, Leics, England.
EM s.jowett@lboro.ac.uk
OI Felton, Luke/0000-0002-9807-4432; Beaumont, Lee/0000-0003-0345-4246;
   Jowett, Sophia/0000-0001-7272-0523; Warburton,
   Victoria/0000-0001-7293-2657
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NR 91
TC 0
Z9 0
U1 9
U2 27
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2023
VL 93
IS 3
BP 842
EP 861
DI 10.1111/bjep.12600
EA APR 2023
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA O3LR7
UT WOS:000973473600001
PM 37070166
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Rila, A
   Bruhn, AL
   Wang, LQ
AF Rila, Ashley
   Bruhn, Allison L.
   Wang, Lanqi
TI The Disaggregated Effects of Visual Performance Feedback on Teachers'
   Use of Behavior Specific-Praise and Reprimands
SO JOURNAL OF BEHAVIORAL EDUCATION
LA English
DT Article
DE Behavior-specific praise; Reprimands; Secondary; Visual performance
   feedback; Equity; Single case design
ID OFFICE DISCIPLINE REFERRALS; CLASSROOM MANAGEMENT; STUDENT BEHAVIOR;
   IMPLEMENTATION; DISPROPORTIONALITY; ENGAGEMENT; EDUCATORS; AMERICAN;
   VALIDITY; STATE
AB Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed.
C1 [Rila, Ashley; Bruhn, Allison L.; Wang, Lanqi] Univ Iowa, N230 Lindquist Ctr, Iowa City, IA 52242 USA.
C3 University of Iowa
RP Rila, A (corresponding author), Univ Iowa, N230 Lindquist Ctr, Iowa City, IA 52242 USA.
EM Ashley-rila@uiowa.edu; Allison-bruhn@uiowa.edu; Lanqi-wang@uiowa.edu
RI Rila, Ashley/KRP-6632-2024
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NR 61
TC 1
Z9 1
U1 2
U2 6
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-0819
EI 1573-3513
J9 J BEHAV EDUC
JI J. Behav. Educ.
PD MAR
PY 2024
VL 33
IS 1
BP 53
EP 80
DI 10.1007/s10864-022-09479-0
EA JUN 2022
PG 28
WC Education, Special
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MQ4E7
UT WOS:000817825300001
PM 35789739
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU Streck, H
   Nishen, AK
   Kessels, U
AF Streck, Hannah
   Nishen, Anna K.
   Kessels, Ursula
TI Instrumentality Gives Girls the Edge: Gender-Differential Relations
   Between Instrumentality, Achievement Motivation, and Self-Esteem
SO SEX ROLES
LA English
DT Article
DE Masculinity; Masculinities; Instrumentality; Gender role self-concept;
   Achievement motivation; Global self-esteem; Contingent self-esteem;
   School
ID SEX-ROLE ORIENTATION; PSYCHOLOGICAL BENEFITS; ACADEMIC ENGAGEMENT;
   MENTAL-HEALTH; ROLE CONFLICT; HELP-SEEKING; SCHOOL; MASCULINITY; WORTH;
   IDENTITY
AB Gender differences in school are often discussed in reference to a particular type of masculinity, negative masculinity, which is often conceptualized as detrimental to success. Another type of masculinity, instrumentality, has rarely been studied in schools even though instrumental characteristics are often exalted outside the academic context. The current study focuses on potential benefits that students may reap from instrumentality. The extent to which an instrumental self-concept is directly and indirectly associated with achievement motivation and self-esteem was examined for adolescent boys and girls in a structural equation model (SEM). A sample of German ninth graders (N = 355) completed self-report measures pertaining to their gender role self-concept, hope for success, fear of failure, and global and academic contingent self-esteem. The SEM revealed that instrumentality was associated with lower fear of failure and higher hope for success for both male and female adolescents. High scores in instrumentality were associated with greater self-esteem and lower academic contingent self-esteem. The association between instrumentality and global self-esteem was stronger for adolescent girls, and the indirect association between instrumentality and fear of failure through global self-esteem was significant only for girls. Results indicate that instrumentality can be an asset for students and that female students especially reap the benefits of an instrumental self-concept. The results are discussed in reference to the dangers of emphasizing solely the association between negative masculinity and academic failure, and the importance of studying relations with gender role self-concept separately for male and female adolescents.
C1 [Streck, Hannah; Nishen, Anna K.; Kessels, Ursula] Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
C3 Free University of Berlin
RP Streck, H (corresponding author), Free Univ Berlin, Dept Educ & Psychol, Habelschwerdter Allee 45, D-14195 Berlin, Germany.
EM Hannah.streck@fu-berlin.de; anna.nishen@fu-berlin.de;
   ursula.kessels@fu-berlin.de
OI Streck, Hannah/0000-0001-9804-7728; Kessels, Ursula/0000-0002-1764-9442;
   Nishen, Anna K./0000-0002-1371-1149
FU Projekt DEAL
FX Open Access funding enabled and organized by Projekt DEAL.
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NR 127
TC 1
Z9 1
U1 6
U2 27
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0360-0025
EI 1573-2762
J9 SEX ROLES
JI Sex Roles
PD MAR
PY 2022
VL 86
IS 5-6
BP 379
EP 394
DI 10.1007/s11199-021-01270-1
EA FEB 2022
PG 16
WC Psychology, Developmental; Psychology, Social; Women's Studies
WE Social Science Citation Index (SSCI)
SC Psychology; Women's Studies
GA ZP1GV
UT WOS:000759004100001
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU De Castella, K
   Byrne, D
   Covington, M
AF De Castella, Krista
   Byrne, Don
   Covington, Martin
TI Unmotivated or Motivated to Fail? A Cross-Cultural Study of Achievement
   Motivation, Fear of Failure, and Student Disengagement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE fear of failure; achievement; motivation; self-handicapping; defensive
   pessimism
ID PERFORMANCE-APPROACH GOALS; CLAIMED SELF-HANDICAPS; DEFENSIVE PESSIMISM;
   LEARNED HELPLESSNESS; ASIAN-AMERICAN; ACADEMIC-ACHIEVEMENT; AFFECTIVE
   RESPONSES; PERSONALITY-TRAITS; TEST ANXIETY; SUCCESS
AB A classic distinction in the literature on achievement and motivation is between fear of failure and success orientations. From the perspective of self-worth theory, these motives are not bipolar constructs but dimensions that interact in ways that make some students particularly vulnerable to underachievement and disengagement from school. The current study employs the quadripolar model of need achievement (Covington, 1992; Covington & Omelich, 1988) to explore how these approach and avoidance orientations are related to self-handicapping, defensive pessimism, and helplessness in Eastern and Western settings. Although there have been numerous calls for research of this kind across cultures (Elliott & Bempechat, 2002; Jose & Kilburg, 2007; Pintrich, 2003), little exists in the field to date. In Study 1, with 1,423 Japanese high school students, helplessness and self-handicapping were found to be highest when students were low in success orientation and high in fear of failure. These findings were replicated in Study 2 with 643 Australian students and extended to measures of truancy, disengagement, and self-reported academic achievement. Consistent with self-worth theory, success orientation largely moderated the relationship between fear of failure and academic engagement in both cultures. These results suggest that in the absence of firm achievement goals, fear of failure is associated with a range of maladaptive self-protective strategies. The current project thus represents a unique application of self-worth theory to achievement dynamics and clarifies substantive issues relevant to self-handicapping and disengagement across cultures.
C1 [De Castella, Krista; Byrne, Don] Australian Natl Univ, Dept Psychol, Canberra, ACT, Australia.
   [Covington, Martin] Univ Calif Berkeley, Dept Psychol, Berkeley, CA 94720 USA.
C3 Australian National University; University of California System;
   University of California Berkeley
RP De Castella, K (corresponding author), 290 Page St, San Francisco, CA 94102 USA.
EM krista1@stanford.edu
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NR 134
TC 106
Z9 186
U1 14
U2 238
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD AUG
PY 2013
VL 105
IS 3
BP 861
EP 880
DI 10.1037/a0032464
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 196CY
UT WOS:000322752200021
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Anthony, CJ
   Styck, KM
   Volpe, RJ
   Robert, CR
AF Anthony, Christopher J.
   Styck, Kara M.
   Volpe, Robert J.
   Robert, Christopher R.
TI Using Many-Facet Rasch Measurement and Generalizability Theory to
   Explore Rater Effects for Direct Behavior Rating-Multi-Item Scales
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE Direct Behavior Ratings; rater effects; socioemotional and behavioral
   assessment; many-facet Rasch measurement; generalizability theory
ID ACADEMIC ENGAGEMENT; SOCIAL-BEHAVIOR; SINGLE-ITEM; DEPENDABILITY; DBR
AB Although originally conceived of as a marriage of direct behavioral observation and indirect behavior rating scales, recent research has indicated that Direct Behavior Ratings (DBRs) are affected by rater idiosyncrasies (rater effects) similar to other indirect forms of behavioral assessment. Most of this research has been conducted using generalizability theory (GT), yet another approach, many-facet Rasch measurement (MFRM), has recently been utilized to illuminate the previously opaque nature of these rater idiosyncrasies. The purpose of this study was to utilize both approaches (GT and MFRM) to consider rater effects with 126 second- through fifth-grade students who were rated on two DBR-Multi-Item Scales by four raters (22 of these ratings were fully crossed). Results indicated the presence of rater effects and revealed nuances about their nature, including showing differences across construct domains, identifying items that are potentially more susceptible to rater effects than others, and isolating specific raters who appear to have been more susceptible to rater effects than other raters. These findings further indicate the indirect nature of DBRs and offer potential avenues for addressing and ameliorating rater effects in research and practice.
   Impact and Implications Our study examined whether scores on a popular behavioral assessment, Direct Behavior Ratings-Multi-Item Scales (DBR-MIS), were affected by rater effects, which refer to score differences attributable to rater characteristics rather than student behavior. We used two methodologies that enable a fine-grained examination of these rater effects. Our results illuminated nuanced features of DBR-MIS that hold promise to better address rater effects in future research and practice.
C1 [Anthony, Christopher J.] Univ Florida, Sch Special Educ, Sch Psychol & Early Childhood Studies, 1820 Norman Hall, Gainesville, FL 32611 USA.
   [Styck, Kara M.] Northern Illinois Univ, Dept Psychol, De Kalb, IL 60115 USA.
   [Volpe, Robert J.] Northeastern Univ, Dept Appl Psychol, Boston, MA 02115 USA.
   [Robert, Christopher R.] Boys Town Washington DC, Washington, DC USA.
C3 State University System of Florida; University of Florida; Northern
   Illinois University; Northeastern University
RP Anthony, CJ (corresponding author), Univ Florida, Sch Special Educ, Sch Psychol & Early Childhood Studies, 1820 Norman Hall, Gainesville, FL 32611 USA.
EM canthony@coe.ufl.edu
RI Volpe, Robert J/JCE-1208-2023
OI Anthony, Christopher/0000-0003-1883-8322; Styck,
   Kara/0000-0002-3642-8530; Robert, Christopher/0000-0002-0466-0036
CR Anthony CJ, 2022, SCHOOL PSYCHOL REV, V51, P25, DOI 10.1080/2372966X.2020.1827681
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NR 24
TC 5
Z9 5
U1 0
U2 2
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD MAR
PY 2023
VL 38
IS 2
BP 119
EP 128
DI 10.1037/spq0000518
EA SEP 2022
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA L2LZ6
UT WOS:000860917600001
PM 36174169
DA 2024-07-15
ER

PT J
AU Zhoc, KCH
   Webster, BJ
   King, RB
   Li, JCH
   Chung, TSH
AF Zhoc, Karen C. H.
   Webster, Beverley J.
   King, Ronnel B.
   Li, Johnson C. H.
   Chung, Tony S. H.
TI Higher Education Student Engagement Scale (HESES): Development and
   Psychometric Evidence
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Student engagement; Higher education; National Survey of Student
   Engagement (NSSE); Confirmatory factor analysis (CFA); Factor structure;
   Measurement
ID FIT INDEXES; INFORMATION-TECHNOLOGY; EMOTIONAL INTELLIGENCE; SCHOOL;
   SELF; EXPERIENCES; VALIDITY; OUTCOMES
AB This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i) factor structure, (ii) internal consistency, and (iii) criterion validity. The HESES was developed based on our proposed five-factor model of student engagement, which was evolved from Finn and Zimmer's ( In: Christenson SL, Reschly AL, Wylie C (eds) Handbook of research on student engagement. Springer, New York, 2012) student engagement model taken into account the distinctive characteristics in higher education. The five main facets of student engagement include: (1) academic engagement, (2) cognitive engagement, (3) social engagement with peers, (4) social engagement with teachers, and (5) affective engagement. The HESES was developed from the 61-item First Year Engagement Scales (FYES). For brevity, it was trimmed into a 28-item scale having regard to the content validity, factor loadings and error variances of the items. The CFA results supported the correlated five-dimensional model with all the dimensions showing high internal consistency based on Cronbach's alpha coefficients. A multi-group CFA also rendered the structure as gender invariant. Its criterion validity was evidenced by its correlations with different student learning outcomes and more importantly, its predictive power in explaining variances of GPA (15%) and satisfaction of the university experience (29%). Different from the dominant behavioral perspective of student engagement in higher education, the HESES is based on a psychological perspective, streamlining student engagement as students' level of involvement in the learning process and a multi-faceted construct with academic, cognitive, social and affective dimensions. The implications and merits of the HESES are discussed.
C1 [Zhoc, Karen C. H.; King, Ronnel B.] Educ Univ Hong Kong, Fac Educ & Human Dev, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
   [Webster, Beverley J.] RMIT Univ, Ho Chi Minh City, Vietnam.
   [Li, Johnson C. H.] Univ Manitoba, Dept Psychol, Winnipeg, MB, Canada.
   [Chung, Tony S. H.] Govt Hong Kong Special Adm Reg, Census & Stat Dept, Hong Kong, Peoples R China.
C3 Education University of Hong Kong (EdUHK); Royal Melbourne Institute of
   Technology (RMIT); University of Manitoba
RP Zhoc, KCH (corresponding author), Educ Univ Hong Kong, Fac Educ & Human Dev, Dept Curriculum & Instruct, Hong Kong, Peoples R China.
EM chzhoc@eduhk.hk
RI King, Ronnel B/AGZ-0675-2022; Zhoc, Karen CH/ITV-4083-2023
OI King, Ronnel B/0000-0003-1723-1748; KING, Ronnel
   Bornasal/0000-0002-0648-8508
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NR 80
TC 73
Z9 95
U1 8
U2 118
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD MAR
PY 2019
VL 60
IS 2
BP 219
EP 244
DI 10.1007/s11162-018-9510-6
PG 26
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HM3VH
UT WOS:000459401900005
DA 2024-07-15
ER

PT J
AU Vollet, JW
   Kindermann, TA
   Skinner, EA
AF Vollet, Justin W.
   Kindermann, Thomas A.
   Skinner, Ellen A.
TI In Peer Matters, Teachers Matter: Peer Group Influences on Students'
   Engagement Depend on Teacher Involvement
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE student engagement; peer influence; teacher influence; differential
   susceptibility; joint effects
ID SCHOOL ENGAGEMENT; INTERPERSONAL RELATIONSHIPS; INDIVIDUAL DEVELOPMENT;
   ACADEMIC ENGAGEMENT; CHILD RELATIONSHIPS; EARLY ADOLESCENCE; PERCEIVED
   CONTROL; MOTIVATION; ACHIEVEMENT; CONTEXT
AB This study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and contextualized joint effects, the study utilized 3 sources of information about an entire cohort of 366 sixth graders in a small town: Peer groups were identified using sociocognitive mapping; students reported on teacher involvement; and teachers reported on each student's engagement. Consistent with models of cumulative effects, peer group engagement and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. These peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Person-centered analyses also revealed cumulative and contextualized effects. Most engaged were students who experienced support from both social partners; steepest engagement declines were found when students affiliated with disaffected peers and experienced teachers as relatively uninvolved. High teacher involvement partially protected students from the motivational costs of affiliating with disaffected peers, and belonging to engaged peer groups partially buffered students' engagement from the effects of low teacher involvement. These findings suggest that, although peer groups and teachers are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
C1 [Vollet, Justin W.; Kindermann, Thomas A.; Skinner, Ellen A.] Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
C3 Portland State University
RP Vollet, JW (corresponding author), Portland State Univ, Dept Psychol, POB 751, Portland, OR 97207 USA.
EM jwv@pdx.edu
RI Vollet, Justin/AAD-1940-2019; Kindermann, Thomas A/A-5307-2008
OI Vollet, Justin/0000-0001-8508-5602; Kindermann, Thomas
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NR 92
TC 96
Z9 113
U1 6
U2 79
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD JUL
PY 2017
VL 109
IS 5
BP 635
EP 652
DI 10.1037/edu0000172
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA EZ1LR
UT WOS:000404473000003
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Earl, SR
   Bishop, D
   Miller, K
   Davison, E
   Pickerell, L
AF Earl, Stephen R.
   Bishop, Daniel
   Miller, Kirsty
   Davison, Ellie
   Pickerell, Lynn
TI First-year students' achievement emotions at university: A cluster
   analytic approach to understand variability in attendance and attainment
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE achievement emotions; attainment; cross-valence emotions; student
   profiles; university attendance
ID PHYSICAL-EDUCATION; ACADEMIC EMOTIONS; SELF-EFFICACY; PERFORMANCE;
   PROFILES; ANTECEDENTS; MATHEMATICS; MOTIVATION; SUCCESS; GOALS
AB BackgroundStudents' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance.AimsThe study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment.SampleParticipants were 294 first-year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women).MethodsStudents completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment.ResultsFour emotional profiles emerged: positive; moderate; negative; mixed-valence (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group.ConclusionsThe findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.
C1 [Earl, Stephen R.; Bishop, Daniel; Miller, Kirsty; Davison, Ellie; Pickerell, Lynn] Univ Lincoln, Lincoln, New Zealand.
   [Earl, Stephen R.] Univ Lincoln, Sch Psychol, Lincoln LN6 7TS, England.
C3 Lincoln University - New Zealand; University of Lincoln
RP Earl, SR (corresponding author), Univ Lincoln, Sch Psychol, Lincoln LN6 7TS, England.
EM searl@lincoln.ac.uk
OI Bishop, Daniel/0000-0002-2094-7045; Davison, Ellie/0000-0003-0927-932X;
   Pickerell, Lynn/0000-0001-7143-2650; Miller, Kirsty/0000-0001-7528-3285
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NR 98
TC 0
Z9 0
U1 12
U2 12
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD JUN
PY 2024
VL 94
IS 2
BP 367
EP 386
DI 10.1111/bjep.12650
EA JAN 2024
PG 20
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA OH2H9
UT WOS:001134339200001
PM 38164637
OA hybrid
DA 2024-07-15
ER

PT J
AU Nerio, R
   Shetty, V
   MacLachlan, E
AF Nerio, Ron
   Shetty, Veer
   MacLachlan, Effie
TI "So, We Found a Way:" How Changing Modalities Affected a Year-Long
   Mentored Research Experience for Associate's Degree Students
SO CBE-LIFE SCIENCES EDUCATION
LA English
DT Article
ID UNDERGRADUATE RESEARCH; UNDERREPRESENTED STUDENTS; ACADEMIC ENGAGEMENT;
   SCIENCE-EDUCATION; ACHIEVEMENT; TECHNOLOGY; IMPACT; GAPS
AB The CUNY Research Scholars Program (CRSP) has provided year-long mentored research experiences for 1678 associate's degree STEM students since 2014. The pluralities (32%) of mentors, all of whom are full-time faculty, have been biologists. Other represented disciplines include, but are not limited to, chemistry, engineering, mathematics, environmental science, linguistics, and psychology. The research experiences take place at all 10 associate's degree-granting colleges within the City University of New York system. Our previous assessment demonstrated that CRSP students are significantly more likely than their counterparts in a matched sample to remain in STEM programs, graduate, transfer to research intensive institutions, and report a stronger sense of belonging in college. The Covid-19 pandemic challenged the program, as colleges shuttered laboratories and other facilities. Some mentors worried that lab-based research experiences would not be possible under such conditions. The first full-year pandemic cohort, however, demonstrated the resilience of the program and its participants. To assess the ongoing impact of CRSP and how it adapted using new modalities, we interviewed college-based directors, surveyed students and mentors, and held focus groups with mentors. Directors described how their colleges adapted to preserve all prepandemic components of the program. Mentors detailed their strategies for engaging students in authentic research experiences in virtual and other formats. Students reported that, along with scientific and technical skills, the program deepened their self-confidence and prepared them for transfer to baccalaureate programs. Our findings show how virtual platforms can be utilized to preserve the most beneficial aspects of undergraduate research experiences for associate's degree students.
C1 [Nerio, Ron; Shetty, Veer] CUNY Res Scholars Program, Off Res, New York, NY 10017 USA.
   [MacLachlan, Effie] CUNY, Off Res, New York, NY 10017 USA.
C3 City University of New York (CUNY) System
RP Nerio, R (corresponding author), CUNY Res Scholars Program, Off Res, New York, NY 10017 USA.
EM ron.nerio@cuny.edu
FU Office of the Mayor of New York
FX We thank the Office of the Mayor of New York for its generous support of
   CRSP. We also thank the mentors and directors who enable all aspects of
   this program to operate. Thanks also to Derek Steele for his assistance
   with formatting our Supplemental Material and to James Hewlett for his
   valuable editorial guidance. A special thanks to Kieren Howard, from
   Kingsborough Community College and the CUNY Graduate Center, for reading
   and offering critical comments on an earlier version of this article.
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NR 87
TC 0
Z9 0
U1 0
U2 0
PU AMER SOC CELL BIOLOGY
PI BETHESDA
PA 8120 WOODMONT AVE, STE 750, BETHESDA, MD 20814-2755 USA
SN 1931-7913
J9 CBE-LIFE SCI EDUC
JI CBE-Life Sci. Educ.
PD DEC 1
PY 2023
VL 22
IS 4
AR ar49
DI 10.1187/cbe.21-09-0278
PG 12
WC Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research
GA Z9JC8
UT WOS:001115152700004
PM 37906688
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Schillaci, CE
   Marku, E
   Castriotta, M
   Di Guardo, MC
AF Schillaci, Carmela Elita
   Marku, Elona
   Castriotta, Manuel
   Di Guardo, Maria Chiara
TI Knowledge creation in patent ecosystems: insights from Singapore
SO JOURNAL OF KNOWLEDGE MANAGEMENT
LA English
DT Article
DE Singapore; Knowledge creation; VOSviewer; Knowledge ecosystem; Codified
   knowledge; Patent ecosystem
ID ACADEMIC ENGAGEMENT; INNOVATION; TECHNOLOGY; BUSINESS; CLUSTERS;
   SCIENCE; FIRMS; CAPABILITIES; CONVERGENCE; INFORMATION
AB Purpose This paper aims to better understand how codified knowledge that originates in organizations contributes to the generation of idiosyncratic knowledge embedded at a more expansive level, such as that of an ecosystem. In doing so, the authors introduce the concept of patent ecosystems - conceived as configurations of codified knowledge advancements protected via patents. Design/methodology/approach Using a patent co-classification method and introducing a novel validated software, the authors map and visualize the patent ecosystem of Singapore and examine 173,597 patents published from 1995 to 2020. Findings Results reveal the prominent growth of Singapore's patenting activities, capturing a patent ecosystem shift, from a more diverse knowledge configuration to a more specialized one. The codified knowledge mainly generated deals with pharmaceuticals and high-tech knowledge domains; further, newly emerging technologies such as blockchain are also noted. Research limitations/implications The research investigates Singapore's context, a country in which research directions and focus areas are influenced by government interventions and leadership. Thus, future studies might examine other patent ecosystems to draw comparisons with more laissez-faire policies or ecosystems with more pronounced organic development. Originality/value The novelty of this research is the introduction of the concept of a patent ecosystem for advancing a more fine-grained understanding of the aggregated knowledge generated at the ecosystem level and its specific features, composition and development. The authors consider patents as "carriers" of different codified pieces of knowledge and patent ecosystems represent the configuration that emerges from connections of these elements. The novel approach can aid both researchers, practitioners and policymakers with future examinations in the field.
C1 [Schillaci, Carmela Elita] Univ Catania, Dept Econ & Business, Catania, Italy.
   [Marku, Elona; Castriotta, Manuel; Di Guardo, Maria Chiara] Univ Cagliari, Dept Econ & Business, Cagliari, Italy.
C3 University of Catania; University of Cagliari
RP Di Guardo, MC (corresponding author), Univ Cagliari, Dept Econ & Business, Cagliari, Italy.
EM diguardo@unica.it
OI di guardo, maria chiara/0000-0002-2821-0427
FU Sardinia Region [CUP F76C18001120002]
FX Maria Chiara Di Guardo, Manuel Castriotta, and Elona Marku gratefully
   acknowledge the financial support of Sardinia Region (CUP
   F76C18001120002; Regional Law no. 7 - Annuality 2017). The authors would
   like to thank Federica Dotta for her precious research assistance.
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NR 110
TC 1
Z9 1
U1 15
U2 112
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1367-3270
EI 1758-7484
J9 J KNOWL MANAG
JI J. Knowl. Manag.
PD APR 8
PY 2022
VL 26
IS 4
BP 1061
EP 1082
DI 10.1108/JKM-11-2020-0859
EA SEP 2021
PG 22
WC Information Science & Library Science; Management
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science; Business & Economics
GA 0I8ES
UT WOS:000694956600001
DA 2024-07-15
ER

PT J
AU Daniels, N
   Gillen, P
   Casson, K
AF Daniels, Nicola
   Gillen, Patricia
   Casson, Karen
TI Researcher practitioner engagement in health research: The development
   of a new concept
SO RESEARCH IN NURSING & HEALTH
LA English
DT Article
DE concept formation; focus groups; practitioner engagement; research
   personnel
ID RANDOMIZED CONTROLLED-TRIAL; STAKEHOLDER ENGAGEMENT; KNOWLEDGE
   TRANSLATION; RESEARCH RELEVANCE; RESEARCH IMPACT; CARE; COPRODUCTION;
   SCHOLARSHIP; CLINICIAN; MULTIPLE
AB The engagement of frontline practitioners in the production of research-derived knowledge is often advocated. Doing so can address perceived gaps between what is known from research and what happens in clinical practice. Engagement practices span a continuum, from co-production approaches underpinned by principles of equality and power sharing to those which can minimalize practitioners' contributions to the knowledge production process. We observed a conceptual gap in published healthcare literature that labels or defines practitioners' meaningful contribution to the research process. We, therefore, aimed to develop the concept of "Researcher Practitioner Engagement" in the context of academically initiated healthcare research in the professions of nursing, midwifery, occupational therapy, physiotherapy, and speech and language therapy. Guided by Schwartz-Barcott et al.'s hybrid model of concept development, published examples were analyzed to establish the attributes, antecedents, and consequences of this type of engagement. Academic researchers (n = 17) and frontline practitioners (n = 8) with relevant experience took part in online focus groups to confirm, eliminate, or elaborate on these proposed concept components. Combined analysis of theoretical and focus group data showed that the essence of this form of engagement is that practitioners' clinical knowledge is valued from a study's formative stages. The practitioner's clinical perspectives inform problem-solving and decision-making in study activities and enhance the professional and practice relevance of a study. The conceptual model produced from the study findings forms a basis to guide engagement practices, future concept testing, and empirical evaluation of engagement practices.
C1 [Daniels, Nicola; Gillen, Patricia; Casson, Karen] Ulster Univ, Inst Nursing & Hlth Res, Sch Nursing, Fac Life & Hlth Sci, Shore Rd, Newtownabbey BT37 0QB, North Ireland.
   [Gillen, Patricia] Southern Hlth & Social Care Trust, Rosedale, Gilford, England.
C3 Ulster University
RP Daniels, N (corresponding author), Ulster Univ, Inst Nursing & Hlth Res, Sch Nursing, Fac Life & Hlth Sci, Shore Rd, Newtownabbey BT37 0QB, North Ireland.
EM Daniels-n@ulster.ac.uk
OI Gillen, Patricia/0000-0003-4097-4355; Daniels, Nikki/0000-0001-8625-0956
FU Department for Education and Learning, Northern Ireland
FX Department for Education and Learning, Northern Ireland
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NR 66
TC 2
Z9 2
U1 0
U2 11
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0160-6891
EI 1098-240X
J9 RES NURS HEALTH
JI Res. Nurs. Health
PD JUN
PY 2021
VL 44
IS 3
BP 534
EP 547
DI 10.1002/nur.22128
EA MAR 2021
PG 14
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA RQ7EQ
UT WOS:000633808700001
PM 33774826
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Webb, OJ
   Cotton, DRE
AF Webb, O. J.
   Cotton, D. R. E.
TI Deciphering the sophomore slump: changes to student perceptions during
   the undergraduate journey
SO HIGHER EDUCATION
LA English
DT Article
DE Second year; Sophomore; Self-efficacy; Belonging; Curriculum
ID HIGHER-EDUCATION STUDENTS; SELF-EFFICACY; PERFORMANCE; GOALS;
   EXPECTATIONS
AB The second year of university is little-researched, despite being a focal point for declining performance, persistence, and satisfaction. It is important to establish appropriate methods for studying this sophomore slump' and to pinpoint specific antecedents from broad domains noted in literature (e.g. students' social integration, perceptions of the curriculum). Using a novel methodology, 166 undergraduates were surveyed in successive years of study to derive a gold standard within-subjects' data sample. Under a replicated design, a between-subjects' sample of over 1000 students completed the same e-survey just once, in year one, two, or three. Quantitative comparison of the responses across years showed over 85% agreement between samples. This endorses between-subject approaches (i.e. simultaneously surveying students from different years) to facilitate rapid interventions that benefit students before they graduate. In terms of detailed findings, year two saw positive trends in students' academic engagement (e.g. self-reported independent study time), social integration (e.g. feeling accepted, involvement in extra-curricular activities), and views on teaching staff (e.g. approachability). Although appraisals remained broadly favourable, there was, in contrast, significant deterioration in global perceptions of the learning atmosphere (e.g. course enjoyment), as well as specific elements of the teaching provision (e.g. contact hours, feedback). Notably, there appeared to be little progression in students' academic self-perceptions (e.g. confidence to make presentations, enter class debates). Year two also saw increased thoughts of drop-out. These results highlight the unique character of the second year at university and indicate potential target areas for enhancing this phase of the undergraduate journey.
C1 [Webb, O. J.; Cotton, D. R. E.] Univ Plymouth, Pedag Res Inst & Observ PedRIO, 3 Endsleigh Pl, Plymouth PL4 8AA, Devon, England.
C3 University of Plymouth
RP Webb, OJ (corresponding author), Univ Plymouth, Pedag Res Inst & Observ PedRIO, 3 Endsleigh Pl, Plymouth PL4 8AA, Devon, England.
EM oliver.webb@plymouth.ac.uk; d.cotton@plymouth.ac.uk
OI Webb, Oliver/0000-0002-9412-157X
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NR 48
TC 15
Z9 30
U1 6
U2 39
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
EI 1573-174X
J9 HIGH EDUC
JI High. Educ.
PD JAN
PY 2019
VL 77
IS 1
BP 173
EP 190
DI 10.1007/s10734-018-0268-8
PG 18
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HG4ME
UT WOS:000454948800010
DA 2024-07-15
ER

PT J
AU Xu, ZW
   Zhang, PF
   Tu, MT
   Zhang, M
   Lai, YH
AF Xu, Zhiwei
   Zhang, Pengfei
   Tu, Mengting
   Zhang, Miao
   Lai, Yuanhang
TI Brain optimization with additional study time: potential brain
   differences between high- and low-performance college students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE high-performance students; low-performance students; EEG; power spectral
   density; functional connection
ID WORKING-MEMORY CAPACITY; ACADEMIC-SUCCESS; FUNCTIONAL CONNECTIVITY;
   THETA-OSCILLATIONS; FLUID INTELLIGENCE; PREFRONTAL CORTEX; ANXIETY
   DISORDER; EEG; ACHIEVEMENT; AVERAGE
AB This study investigates potential differences in brain function among high-, average-, and low-performance college students using electroencephalography (EEG). We hypothesize that the increased academic engagement of high-performance students will lead to discernible EEG variations due to the brain's structural plasticity. 61 third-year college students from identical majors were divided into high-performance (n = 20), average-performance (n = 21), and low-performance (n = 20) groups based on their academic achievements. We conducted three EEG experiments: resting state, Sternberg working memory task, and Raven progressive matrix task. Comprehensive analyses of the EEG data from the three experiments focused on power spectral density (PSD) and functional connectivity, with coherence (COH) employed as our primary metric for the latter. The results showed that in all experiments, there were no differences in working memory ability and IQ scores among the groups, and there were no significant differences in the power spectral densities of the delta, theta, alpha1, alpha2, beta, and gamma bands among the groups. Notably, on the Raven test, compared to their high-performing peers, low-performing students showed enhanced functional connectivity in the alpha 1 (8-9 Hz) band that connects the frontal and occipital lobes. We explored three potential explanations for this phenomenon: fatigue, anxiety, and greater cognitive effort required for problem-solving due to inefficient self-regulation and increased susceptibility to distraction. In essence, these insights not only deepen our understanding of the neural basis that anchors academic ability, but also hold promise in guiding interventions that address students' diverse academic needs.
C1 [Xu, Zhiwei; Zhang, Pengfei; Tu, Mengting; Zhang, Miao; Lai, Yuanhang] Hubei Univ, Sch Business, Wuhan, Hubei, Peoples R China.
C3 Hubei University
RP Xu, ZW (corresponding author), Hubei Univ, Sch Business, Wuhan, Hubei, Peoples R China.
EM zwxu@whu.edu.cn
RI Zhang, Pengfei/GPC-5146-2022; Zhiwei, XU/KVA-6467-2024
OI Zhang, Pengfei/0000-0002-7090-0325; Xu, Zhiwei/0009-0002-8480-1739
FU The work reported in this paper was supported by National Natural
   Science Foundation, China [No. 71872062]. [71872062]; National Natural
   Science Foundation, China
FX The work reported in this paper was supported by National Natural
   Science Foundation, China [No. 71872062].
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NR 82
TC 0
Z9 0
U1 3
U2 10
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD SEP 27
PY 2023
VL 14
AR 1209881
DI 10.3389/fpsyg.2023.1209881
PG 17
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA T6IM9
UT WOS:001079004100001
PM 37829066
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Higginbotham, GD
AF Higginbotham, Gerald D.
TI Can I Belong in School and Sports?: The Intersectional Value of Athletic
   Identity in High School and Across the College Transition
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE intersectionality; race; athletics; belongingness; school transition
ID AFRICAN-AMERICAN; RACIAL IDENTITY; GENDER-DIFFERENCES; ACADEMIC
   ENGAGEMENT; PROSOCIAL BEHAVIOR; STEREOTYPE THREAT; BLACK; RACE;
   BASKETBALL; STUDENTS
AB Objective: This study investigates whether being identified with both school and sports affords benefits for Black male and female students in high school and across the transition to college. Given gendered concerns about being academically identified and cultural associations of athletics with Black masculinity, being both academically and athletically identified is expected to play a larger role in the sociocultural and academic experiences of Black male students. Method: Using the National Longitudinal Survey of Freshmen (NLSF), Study 1 (N = 1,011) employs a cross-sectional analysis of Wave 1 and Study 2 (N = 822) employs a longitudinal analysis of Waves 1-3 to test these hypotheses. Results: Identifying with athletics in high school is found to afford sociocultural benefits for academically identified Black male, but not Black female, students in the short-term and longitudinally across the college transition. In high school, Black male students identified with both academics and athletics reported greater identification with other young Black men compared to those identified with academics only (Study 1). Longitudinally, identification with athletics in high school was positively associated with sociocultural adjustment in the first year of college (e.g., interdependent studying behaviors), explained through this increased identification with young Black men (Study 2). Conclusions: Athletics is found to serve as a culturally valued identity with important benefits for Black male students' experiences in secondary and postsecondary contexts. Although centered on athletics, these findings more broadly point to the importance of academically engaged Black students, across gender identities, being able to feel secure in their intersectional identities.
C1 [Higginbotham, Gerald D.] Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall,Box 951563, Los Angeles, CA 90095 USA.
C3 University of California System; University of California Los Angeles
RP Higginbotham, GD (corresponding author), Univ Calif Los Angeles, Dept Psychol, 1285 Franz Hall,Box 951563, Los Angeles, CA 90095 USA.
EM ghigginbotham@ucla.edu
OI Higginbotham, Gerald/0000-0003-4163-2971
FU Mellon Foundation; Atlantic Philanthropies; University of California,
   Los Angeles Graduate Research Mentorship Fellowship; National Science
   Foundation Graduate Research Fellowship Program [DGE-1650604]
FX This research is based on data from the National Longitudinal Survey of
   Freshmen (NLSF), a project designed by Douglas S. Massey and Camille Z.
   Charles and funded by the Mellon Foundation and the Atlantic
   Philanthropies. Gerald D. Higginbotham was funded by a University of
   California, Los Angeles Graduate Research Mentorship Fellowship and by
   the National Science Foundation Graduate Research Fellowship Program
   under Grant No. (DGE-1650604). Any opinions, findings, and conclusions
   or recommendations expressed in this material are those of the author(s)
   and do not necessarily reflect the views of the National Science
   Foundation. Sandra Graham and Jennifer Krull are acknowledged for their
   contributions and feedback at various stages in this research project.
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NR 113
TC 3
Z9 6
U1 1
U2 7
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD OCT
PY 2021
VL 27
IS 4
BP 613
EP 629
DI 10.1037/cdp0000478
PG 17
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA WF0WI
UT WOS:000706035300006
PM 34351179
OA hybrid
DA 2024-07-15
ER

PT J
AU Silva, T
AF Silva, Tony
TI Masculinity attitudes in the United States across intersections of
   race/ethnicity, immigration status, and education
SO JOURNAL OF GENDER STUDIES
LA English
DT Article
DE Intersectionality; masculinity; race; gender; education
ID HEGEMONIC MASCULINITY; ACADEMIC ENGAGEMENT; GENDER; MEN; ACHIEVEMENT;
   RETHINKING; CONFORMITY; SCHOOL; RACE; GAP
AB How do American men's attitudes about masculinity differ across intersections of race/ethnicity, immigration status, and education? This paper uses the NSFG 2011-2019, a large survey (n = 17,944) representative of American men aged 15-44. It analyzes white men; Black men; non-immigrant Latinos; and immigrant Latinos, with each broken down by less than a bachelor's; a bachelor's degree; or an advanced degree, for a total of 12 intersections. Most differences between men of different races/ethnicities/immigration statuses were between men with less than a bachelor's. Several groups were more conservative on some attitudes but not others. For instance, among men with less than a bachelor's, white men were more conservative than Black men regarding an attitude about going to the doctor, but less conservative than Black men on attitudes about showing pain or men's sexual needs. Additionally, the attitudinal differences that emerged were distinct for different levels of education. Among men with less than a bachelor's, most significant differences emerged regarding the attitudes about going to the doctor and men's sexual needs. In contrast, among men with a bachelor's, most differences emerged regarding the attitude about showing pain. Among men with the same racial/ethnic identity and immigration status, men with lower levels of education were more likely to endorse conservative attitudes about masculinity. All three intersections are meaningfully related to attitudes about masculinity, and future research about masculinity attitudes should not analyze social identities/statuses separately but rather as they intersect with one another.
C1 [Silva, Tony] Univ British Columbia, Dept Sociol, Vancouver, BC, Canada.
C3 University of British Columbia
RP Silva, T (corresponding author), Univ British Columbia, Vancouver, BC, Canada.
EM Tony.silva@ubc.ca
RI Silva, Tony/I-6692-2019
OI Silva, Tony/0000-0003-0701-8169
FU Sexualities Project at Northwestern (SPAN)
FX Thank you to the Sexualities Project at Northwestern (SPAN) for
   providing the postdoctoral fellowship that allowed me to begin work on
   this project.
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NR 57
TC 2
Z9 2
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0958-9236
EI 1465-3869
J9 J GENDER STUD
JI J. Gend. Stud.
PD APR 3
PY 2023
VL 32
IS 3
BP 229
EP 245
DI 10.1080/09589236.2021.1963918
EA AUG 2021
PG 17
WC Social Issues; Social Sciences, Interdisciplinary; Women's Studies
WE Social Science Citation Index (SSCI)
SC Social Issues; Social Sciences - Other Topics; Women's Studies
GA 9T7IR
UT WOS:000686816200001
DA 2024-07-15
ER

PT J
AU Reinke, NB
AF Reinke, Nicole B.
TI Promoting student engagement and academic achievement in first-year
   anatomy and physiology courses
SO ADVANCES IN PHYSIOLOGY EDUCATION
LA English
DT Article
DE active learning; first-year; learning environment; physiology; student
   engagement
ID FACULTY INTERACTION; SELF-REGULATION; PERFORMANCE; SCIENCE; COMMUNITIES;
   DIVERSE
AB Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk). compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.
C1 [Reinke, Nicole B.] Univ Sunshine Coast, Sch Hlth & Sport Sci, 90 Sippy Downs Dr, Sippy Downs, Qld 4558, Australia.
   [Reinke, Nicole B.] James Cook Univ, Sch Vet & Biomed Sci, Townsville, Qld, Australia.
C3 University of the Sunshine Coast; James Cook University
RP Reinke, NB (corresponding author), Univ Sunshine Coast, Sch Hlth & Sport Sci, 90 Sippy Downs Dr, Sippy Downs, Qld 4558, Australia.
EM nreinke@usc.edu.au
RI Reinke, Nicole B/JAX-7269-2023
OI Reinke, Nicole B/0000-0002-0474-7887
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NR 61
TC 17
Z9 18
U1 1
U2 30
PU AMER PHYSIOLOGICAL SOC
PI BETHESDA
PA 9650 ROCKVILLE PIKE, BETHESDA, MD 20814 USA
SN 1043-4046
EI 1522-1229
J9 ADV PHYSIOL EDUC
JI Adv. Physiol. Educ.
PD DEC
PY 2019
VL 43
IS 4
BP 443
EP 450
DI 10.1152/advan.00205.2018
PG 8
WC Education, Scientific Disciplines; Physiology
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Physiology
GA JM1FA
UT WOS:000495966900001
PM 31460774
OA gold
DA 2024-07-15
ER

PT J
AU Yip, T
   Wang, YJ
   Mootoo, C
   Mirpuri, S
AF Yip, Tiffany
   Wang, Yijie
   Mootoo, Candace
   Mirpuri, Sheena
TI Moderating the Association Between Discrimination and Adjustment: A
   Meta-Analysis of Ethnic/Racial Identity
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE ethnic/racial identity; ethnic/racial discrimination; adjustment
   outcomes; meta-analysis; ethnicity/race
ID PERCEIVED RACIAL-DISCRIMINATION; COLLECTIVE SELF-ESTEEM;
   AFRICAN-AMERICAN ADOLESCENTS; OTHER-GROUP ORIENTATION; LATINO
   ETHNIC-IDENTITY; RACIAL/ETHNIC DISCRIMINATION; MULTIDIMENSIONAL
   INVENTORY; PSYCHOLOGICAL DISTRESS; ACADEMIC ENGAGEMENT; PROTECTIVE
   FACTORS
AB The detrimental effects of discrimination are well documented; however, the influence of ethnic/racial identity (ERI) on this association is equivocal. There is theoretical and empirical support for both protective and detrimental effects of ERI. This meta-analysis includes 53 effect sizes from 51 studies and 18,545 participants spanning early adolescence to adulthood to synthesize the interaction of ERI and discrimination for adjustment outcomes. Consistent with existing meta-analyses, discrimination was associated with compromised adjustment; further, this effect was buffered by overall ERI particularly for academic and physical health outcomes. Different ERI dimensions and adjustment outcomes revealed important patterns. ERI exploration increased vulnerabilities associated with discrimination, particularly for negative mental health and risky health behaviors. The exacerbating influence of ERI exploration was strongest at age 24, and more recent publications reported weaker exacerbating effects. In contrast, ERI commitment conferred protection. A composite score of ERI exploration and commitment also conferred protection against discrimination. Sample demographics mattered. The buffering effect of ERI commitment was stronger for Latinx (compared with Asian heritage) individuals. The buffering effect of public regard was stronger for Asian heritage (compared with African heritage) individuals. For positive mental health outcomes, a composite score of ERI exploration and commitment had a stronger buffering effect for Latinx (compared with African heritage) individuals. For risky health behaviors, Latinx individuals reported a stronger buffering effect of ERI (compared with African heritage and Asian heritage) individuals. The current meta-analysis identifies gaps in the literature and offers suggestions for future research.
C1 [Yip, Tiffany; Mootoo, Candace] Fordham Univ, Dept Psychol, 226 Dealy Hall,441 East Fordham Rd, Bronx, NY 10458 USA.
   [Wang, Yijie] Michigan State Univ, Human Dev & Family Studies, E Lansing, MI 48824 USA.
   [Mirpuri, Sheena] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
   [Mirpuri, Sheena] Mem Sloan Kettering Canc Ctr, 1275 York Ave, New York, NY 10021 USA.
C3 Fordham University; Michigan State University; University of Hong Kong;
   Memorial Sloan Kettering Cancer Center
RP Yip, T (corresponding author), Fordham Univ, Dept Psychol, 226 Dealy Hall,441 East Fordham Rd, Bronx, NY 10458 USA.
EM tyip@fordham.edu
RI Wang, Yijie/AFS-0045-2022
OI yip, tiffany/0000-0001-7488-533X
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NR 165
TC 147
Z9 190
U1 5
U2 69
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
EI 1939-0599
J9 DEV PSYCHOL
JI Dev. Psychol.
PD JUN
PY 2019
VL 55
IS 6
BP 1274
EP 1298
DI 10.1037/dev0000708
PG 25
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HZ3MY
UT WOS:000468754100012
PM 30907605
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Vitiello, VE
   Williford, AP
AF Vitiello, Virginia E.
   Williford, Amanda P.
TI Context influences on task orientation among preschoolers who display
   disruptive behavior problems
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Early childhood; Preschool; Disruptive behavior problems; Task
   orientation; Classroom quality; Effortful control
ID STUDENT-TEACHER RELATIONSHIP; EFFORTFUL CONTROL; EXTERNALIZING BEHAVIOR;
   CLASSROOM ENGAGEMENT; CHILDRENS ENGAGEMENT; ACADEMIC ENGAGEMENT;
   LANGUAGE ABILITY; SELF-REGULATION; TEMPERAMENT; ATTENTION
AB Variable elements of the classroom context affect children's behavior and may enhance or inhibit task orientation among children who display disruptive behaviors. The current study examined within- and across-child variation in children's task orientation, as well as classroom and child predictors of that variation. The sample included 453 preschool children, ages 30-66 months (mean= 48.8, SD = 6.8), identified by teachers as displaying elevated disruptive behavior problems. Children's task orientation was observed during multiple, 15-min cycles four times throughout the school year using the inCLASS observation system (Downer, Booren, Hamre, Pianta, & Williford, 2010). Results indicated that task orientation varied substantially from cycle to cycle within a school day. The level of teacher involvement as well as the activity setting (e.g., whole group, free play) significantly predicted child task orientation, with greater teacher involvement and teacher-managed activity settings associated with lower task orientation. Children with higher receptive vocabulary and effortful control showed higher average task orientation. The effects of the situational context factors on task orientation varied from child to child, but there was only limited evidence that child characteristics (disruptiveness, receptive vocabulary, and effortful control) or classroom organization moderated the effects of these situational context variables on child behavior: one interaction indicated that children with higher effortful control showed greater task orientation during whole group, but no other interactions were significant. Results are discussed in relation to supporting greater classroom-based task engagement among young children who display elevated disruptive behaviors. (C) 2019 Published by Elsevier Inc.
C1 [Vitiello, Virginia E.; Williford, Amanda P.] Univ Virginia, Ctr Adv Study Teaching & Learning, POB 800784, Charlottesville, VA 22904 USA.
C3 University of Virginia
RP Vitiello, VE (corresponding author), Univ Virginia, Ctr Adv Study Teaching & Learning, POB 800784, Charlottesville, VA 22904 USA.
EM vev9m@virginia.edu; williford@virginia.edu
OI Vitiello, Virginia/0000-0003-4632-3879
FU Institute of Education Sciences, U.S. Department of Education
   [R324A100215]; University of Virginia
FX We extend our gratitude to the teachers, parents, and children who
   invited us into their classrooms. The opinions expressed are those of
   the authors and do not represent views of the funders. This research was
   supported by the Institute of Education Sciences, U.S. Department of
   Education, through Grant R324A100215 awarded to the second author and
   the University of Virginia.
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NR 69
TC 8
Z9 9
U1 4
U2 21
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA
SN 0885-2006
EI 1873-7706
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PY 2020
VL 51
BP 256
EP 266
DI 10.1016/j.ecresq.2019.09.004
PG 11
WC Education & Educational Research; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology
GA LG2FH
UT WOS:000527922800022
DA 2024-07-15
ER

PT J
AU Benner, AD
   Boyle, AE
   Bakhtiari, F
AF Benner, Aprile D.
   Boyle, Alaina E.
   Bakhtiari, Farin
TI Understanding Students' Transition to High School: Demographic Variation
   and the Role of Supportive Relationships
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Social support; School transitions; Socioemotional well-being; Academic
   performance; School belonging
ID SOCIAL SUPPORT; GENDER DIFFERENCES; IMMIGRANT PARADOX; ACADEMIC SUPPORT;
   MIDDLE SCHOOL; FAMILY INCOME; LIFE-COURSE; ADOLESCENT; ACHIEVEMENT;
   ENGAGEMENT
AB The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students' grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents' lives, adolescents' socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.
C1 [Benner, Aprile D.; Boyle, Alaina E.; Bakhtiari, Farin] Univ Texas Austin, Dept Human Dev & Family Sci, 1 Univ Stn Stop A2702, Austin, TX 78712 USA.
C3 University of Texas System; University of Texas Austin
RP Benner, AD (corresponding author), Univ Texas Austin, Dept Human Dev & Family Sci, 1 Univ Stn Stop A2702, Austin, TX 78712 USA.
EM abenner@prc.utexas.edu
RI Bakhtiari, Farin/AAI-2103-2019
OI Bakhtiari, Farin/0000-0003-0550-7532; Boyle, Alaina/0000-0003-3071-3506
FU William T. Grant Foundation; National Institute of Child Health and
   Human Development [R24 HD42849]
FX This study was made possible by the generous support of the William T.
   Grant Foundation to Aprile Benner and from the National Institute of
   Child Health and Human Development to the Population Research Center,
   University of Texas at Austin (R24 HD42849).
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NR 56
TC 87
Z9 109
U1 0
U2 43
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD OCT
PY 2017
VL 46
IS 10
SI SI
BP 2129
EP 2142
DI 10.1007/s10964-017-0716-2
PG 14
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA FI3MO
UT WOS:000411866700004
PM 28776119
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Ashton, WS
   Hurtado-Martin, M
   Anid, NM
   Khalili, NR
   Panero, MA
   McPherson, S
AF Ashton, Weslynne S.
   Hurtado-Martin, Marta
   Anid, Nada M.
   Khalili, Nasrin R.
   Panero, Marta A.
   McPherson, Sarah
TI Pathways to cleaner production in the Americas I: bridging
   industry-academia gaps in the transition to sustainability
SO JOURNAL OF CLEANER PRODUCTION
LA English
DT Article
DE Cleaner production; Multidisciplinary education; Experiential learning;
   Higher education; Sustainable development; Micro, small and medium
   enterprises (MSMEs)
ID EDUCATION; SMES
AB The transition to sustainability in Latin America and the Caribbean (LAC) is hindered by low demand for environmentally-benign industrial development strategies, and a limited supply of professionals to enact such strategies. The "Pathways to Cleaner Production in the Americas" project was a multinational effort aimed at facilitating the transition to sustainability in the region by addressing both of these concerns. The project incorporated multidisciplinary education in business, engineering, and the environment that enhanced sustainability awareness, technical competence and innovative skills of industry professionals, while exposing micro, small and medium enterprises (MSMEs) to cleaner production (CP) opportunities. In an alliance of nine universities in eight countries, project partners trained 648 university students to assess CP opportunities, while directly benefiting 136 MSMEs. The project developed a unique industry academic partnership model for experiential learning. Faculty members collaborated with CP industry experts in their respective countries to prepare their students to conduct energy, process and material audits, and develop recommendations for improving financial and environmental performance. The project's CP experts supervised student interns and provided follow-up assistance to the MSMEs to implement the prioritized recommendations. The universities also hosted workshops for industry participants to learn best practices developed through the project and strategies to implement those in their enterprises. In this paper, we share the most valuable lessons from this model, which can be more widely adopted to facilitate industry-academic engagement in the transition to sustainability in LAC and other parts of the world. (C) 2016 Elsevier Ltd. All rights reserved.
C1 [Ashton, Weslynne S.; Hurtado-Martin, Marta; Khalili, Nasrin R.] IIT, Stuart Sch Business, 10 W 35th St, Chicago, IL 60616 USA.
   [Anid, Nada M.; Panero, Marta A.] New York Inst Technol, Sch Engn & Comp Sci, 16 West 61st St, New York, NY 10023 USA.
   [McPherson, Sarah] New York Inst Technol, Sch Educ, 26 West 61st St, New York, NY 10023 USA.
C3 Illinois Institute of Technology; New York Institute Technology; New
   York Institute Technology
RP Ashton, WS (corresponding author), IIT, Stuart Sch Business, 10 W 35th St, Chicago, IL 60616 USA.
EM washton@iit.edu
OI Hurtado Martin, Marta/0000-0002-4025-4350
FU U.S. Department of State through the Pathways to Prosperity in the
   Americas initiative; Central American Dominican Republic Free Trade
   Agreement (CAFTA-DR), through Higher Education for Development (HED)
   [HED084-975D-LAC-12-01]
FX The "Pathways to Cleaner Production in the Americas" project was funded
   by the U.S. Department of State through the Pathways to Prosperity in
   the Americas initiative and Central American Dominican Republic Free
   Trade Agreement (CAFTA-DR), through Higher Education for Development
   (HED), Award HED084-975D-LAC-12-01. The authors are solely responsible
   for the contents of the article.
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NR 29
TC 16
Z9 16
U1 1
U2 39
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0959-6526
EI 1879-1786
J9 J CLEAN PROD
JI J. Clean Prod.
PD JAN 20
PY 2017
VL 142
SI SI
BP 432
EP 444
DI 10.1016/j.jclepro.2016.03.116
PN 1
PG 13
WC Green & Sustainable Science & Technology; Engineering, Environmental;
   Environmental Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics; Engineering; Environmental Sciences
   & Ecology
GA EH6PV
UT WOS:000391897300041
DA 2024-07-15
ER

PT J
AU Kuipers-Dirven, R
   Janssen, M
   Hoekman, J
AF Kuipers-Dirven, Rosa
   Janssen, Matthijs
   Hoekman, Jarno
TI Assessing university policies for enhancing societal impact of academic
   research: A multicriteria mapping approach
SO RESEARCH EVALUATION
LA English
DT Article
DE third mission; societal impact; academic engagement; policy appraisal;
   university policy; valorization
ID PRODUCTIVE INTERACTIONS; 3RD MISSION; SCIENCE; APPRAISAL
AB While there is a prolific debate on evaluating the societal impact of academic research, so far little attention has been paid to assessing the design and implementation of suitable organizational strategies. This article argues that evaluation methods are needed which are both formative and sensitive to diverging views on what defines and constitutes societal impact. We use a participatory deliberation method, the Multicriteria Mapping (MCM) approach, to examine how stakeholders appraise the use of university policy options for enhancing societal impact, and understand on what basis they judge the performance of these options. Focusing on a large Dutch research-based university, we conduct 22 interviews with academics, management, and support staff as well as strategic policy officers to examine how they rank and discuss the expected performance of university policy options identified in previous literature. Our results show that interviewees base their scores on criteria related to policy options' expected organizational output and external outcomes, as well as their practical and, to a lesser degree, cultural, and financial feasibility. The resulting rankings also point at contrasts in the perceived potential of policy options, with interviewees assigning priority to providing researchers with recognition and rewards for impact-based activities. We conclude by discussing how MCM can be used as a formative evaluation method to assess and select policies and inform decision-making that fit a university's particular situation. Besides drawing lessons for the context of our illustrative case, we also reflect on the relevance of the evaluation method and our findings for other universities.
C1 [Kuipers-Dirven, Rosa; Janssen, Matthijs] Dial Innovatie Interactie, Hooghiemstraplein 33-36, Utrecht, Netherlands.
   [Kuipers-Dirven, Rosa] Innovat & Impact Ctr TU Delft, Bldg 26C, Burghweg 1, Delft, Netherlands.
   [Janssen, Matthijs; Hoekman, Jarno] Univ Utrecht, Copernicus Inst Sustainable Dev, Princetonlaan 8a, Utrecht, Netherlands.
C3 Utrecht University
RP Janssen, M (corresponding author), Dial Innovatie Interactie, Hooghiemstraplein 33-36, Utrecht, Netherlands.; Janssen, M (corresponding author), Univ Utrecht, Copernicus Inst Sustainable Dev, Princetonlaan 8a, Utrecht, Netherlands.
EM m.j.janssen@uu.nl
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NR 54
TC 1
Z9 1
U1 7
U2 18
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0958-2029
EI 1471-5449
J9 RES EVALUAT
JI Res. Evaluat.
PD OCT 4
PY 2023
VL 32
IS 2
BP 371
EP 383
DI 10.1093/reseval/rvac045
EA DEC 2022
PG 13
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA T6LN3
UT WOS:000896751300001
OA Green Published, hybrid
DA 2024-07-15
ER

PT J
AU Willoughby, T
   Heffer, T
   Dykstra, VW
   Shahid, H
   Braccio, J
AF Willoughby, Teena
   Heffer, Taylor
   Dykstra, Victoria W.
   Shahid, Hamnah
   Braccio, Joelle
TI A Latent Class Analysis of Adolescents in First-Year University:
   Associations with Psychosocial Adjustment Throughout the Emerging Adult
   Period and Post-University Outcomes
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Late adolescents; Emerging adults; Psychosocial adjustment trajectories;
   University; Post-university outcomes
ID BEHAVIORAL-INHIBITION; ACADEMIC-ACHIEVEMENT; COLLEGE; PERFORMANCE;
   STUDENTS; INTERVENTION; SATISFACTION; MOTIVATION; ANXIETY; SLEEP
AB The long-term outcomes for adolescents who struggle in first-year university remain unexplored. This 7-year longitudinal study aimed to identify distinct groups of adolescents based on their characteristics/behaviors in first-year university, and then assess whether these groups differ in psychosocial adjustment trajectories (i.e., mental health, positive relationships) throughout the emerging adult period, as well as in graduation rates, employment characteristics, and reflections on time spent at university. Participants (N = 1017; 71% female; Year 1M(age) = 19 years) enrolled in a Canadian university completed a survey annually for 7 years. Four groups in Year 1 were identified:Good Studentswho exhibited no difficulties;Sensation-Seekingwho prioritized social engagement and substance use over academic engagement but reported no psychological adjustment difficulties;Struggling Studentswho had the most difficulties; andClub Involvedwho exhibited high club involvement. The Struggling Students Group continued to have more psychosocial adjustment difficulties than the other groups during and after university, were more likely to drop out of university, and to later have less job satisfaction. This group requires the most support. Consideration also should be given to the Sensation-Seeking Group, as they reported a lack of academic motivation (and regret about that later) and also were more likely to drop out of university. At the same time, they may be more difficult to target given that they did not report psychosocial difficulties. Overall, the findings highlight the need for early support and discourage a 'one-size fits all' method for promoting psychosocial adjustment.
C1 [Willoughby, Teena] Brock Univ, Psychol, St Catharines, ON, Canada.
   [Heffer, Taylor; Dykstra, Victoria W.; Shahid, Hamnah; Braccio, Joelle] Brock Univ, St Catharines, ON, Canada.
C3 Brock University; Brock University
RP Willoughby, T (corresponding author), Brock Univ, Psychol, St Catharines, ON, Canada.
EM twilloughby@brocku.ca
FU Social Sciences and Humanities Research Council of Canada
FX This study was supported by grants from the Social Sciences and
   Humanities Research Council of Canada to Teena Willoughby.
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NR 51
TC 6
Z9 7
U1 2
U2 15
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD DEC
PY 2020
VL 49
IS 12
BP 2459
EP 2475
DI 10.1007/s10964-020-01318-7
EA SEP 2020
PG 17
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA OH1KS
UT WOS:000571729300002
PM 32955701
DA 2024-07-15
ER

PT J
AU Oi, K
AF Oi, Katsuya
TI Does degree completion improve non-cognitive skills during early
   adulthood and adulthood?
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Education; Personality; Adolescence; Life course; Longitudinal analysis
ID SENSATION SEEKING; INTERGENERATIONAL TRANSMISSION;
   PERSONALITY-DEVELOPMENT; ACADEMIC-PERFORMANCE; SCHOOL ENGAGEMENT;
   IMPULSIVITY; CHILDHOOD; GENDER; ADOLESCENCE; GRADES
AB Introduction: Non-cognitive skills, particularly in terms of risk-aversion, future-orientation, and conscientiousness, grow with age, and this phenomenon is known as personality maturation. However, significant variability in maturation among individuals exists. The technology of cognitive/non-cognitive skill formation suggests that the growth of non-cognitive skills is contingent on cognitive skills or human capital in general. The completion of formal education is a quintessential form of human capital. The aim of this study is to test whether formal education indeed facilitates the improvement of non-cognitive skills during early adulthood and adult-hood.]
   Methods: I used data from the National Longitudinal Study of Adolescent to Adult Health. The study sample consists of 9291 individuals, representative of U.S. adolescents in grades 7 through 12 in 1994. The longitudinal design of the data allowed the repeated measurement of their non-cognitive skills in adolescence (age < 18), early adulthood (between 18 and 25) and then in adulthood (> 25). I used Latent Score Difference modeling to examine whether advancement in formal education through degree completion predicts within-individual change in non-cognitive skills in early adulthood and adulthood.
   Results: A steady increase in non-cognitive skills beyond adolescence was found. Independently of academic engagement during high school, parental socio-economic status, and adolescent non-cognitive skills, degree completion reported in early adulthood coincides with gains in non-cognitive skills since adolescence, and this positive feedback repeats itself in adulthood.
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C1 [Oi, Katsuya] No Arizona Univ, Dept Sociol, Flagstaff, AZ 86011 USA.
C3 Northern Arizona University
RP Oi, K (corresponding author), SBS Castro 308,S San Francisco St, Flagstaff, AZ 86011 USA.
EM katsuya.oi@nau.edu
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NR 57
TC 7
Z9 7
U1 0
U2 15
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0140-1971
EI 1095-9254
J9 J ADOLESCENCE
JI J. Adolesc.
PD FEB
PY 2019
VL 71
BP 50
EP 62
DI 10.1016/j.adolescence.2018.12.001
PG 13
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN3KI
UT WOS:000460081800006
PM 30616223
DA 2024-07-15
ER

PT J
AU Brain, T
   Mirenda, P
AF Brain, Thea
   Mirenda, Pat
TI Effectiveness of a low-intensity peer-mediated intervention for middle
   school students with autism spectrum disorder
SO RESEARCH IN AUTISM SPECTRUM DISORDERS
LA English
DT Article
DE Peer-mediated intervention; Autism spectrum disorder; Engagement;
   Communication; Middle school
ID SOCIAL-INTERACTION; CHILDREN; ARRANGEMENTS; INTELLIGENCE; FRIENDSHIP;
   SUPPORT; SCALES; SKILLS
AB Background: Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students.
   Method: This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40-50 minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up.
   Results: Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1-4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers.
   Conclusions: This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient.
C1 [Brain, Thea; Mirenda, Pat] Univ British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
C3 University of British Columbia
RP Mirenda, P (corresponding author), Univ British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
EM pat.mirenda@ubc.ca
OI Mirenda, Pat/0000-0002-1016-3589
FU Frederick Banting and Charles Best Canada Graduate Scholarship-Masters
   (CGS M); Canadian Institutes of Health Research (CIHR)
FX This study was completed by the first author in partial fulfillment of
   the requirements for a Master of Arts (M.A.) degree in Special Education
   at the University of British Columbia, under the supervision of the
   second author. The research was supported by the Frederick Banting and
   Charles Best Canada Graduate Scholarship-Masters (CGS M), awarded to Ms.
   Brain by the Canadian Institutes of Health Research (CIHR). The authors
   are grateful to Melanie Lytle, Yvonne Su, and Jodi Samartgis for
   assistance with data collection. We thank the administrative team and
   classroom teachers of the participating school, and especially the
   participants with ASD and their peer coaches.
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NR 31
TC 8
Z9 10
U1 1
U2 33
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1750-9467
EI 1878-0237
J9 RES AUTISM SPECT DIS
JI Res. Autism Spectr. Disord.
PD JUN
PY 2019
VL 62
BP 26
EP 38
DI 10.1016/j.rasd.2019.02.003
PG 13
WC Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation
WE Social Science Citation Index (SSCI)
SC Education & Educational Research; Psychology; Psychiatry; Rehabilitation
GA HX8QN
UT WOS:000467670500004
DA 2024-07-15
ER

PT J
AU Sanchez, G
AF Sanchez, Gabriella
TI Beyond the matrix of oppression: Reframing human smuggling through
   instersectionality- informed approaches
SO THEORETICAL CRIMINOLOGY
LA English
DT Article
DE Human smuggling; intersectionality; irregular migration; smugglers
ID MIGRANTS
AB What are the challenges and the advantages of using an intersectionality-informed approach in criminological research? In this essay I raise that question via an analysis of human smuggling discourses. Tragic events involving the deaths of irregular migrants and asylum seekers in transit are most often attributed to the actions of the human smuggler constructed as the violent, greed-driven, predator racialized, and gendered as a male from the global South. Most academic engagements with smuggling often failing to notice the discursive fields they enter, have focused on documenting in detail the victimization and violence processes faced by those in transit, in the process reinscribing often problematic narratives of irregular migration, like those reducing migrants to naive and powerless creatures and smugglers as inherently male, foreign and criminal bodies. I argue that essentialized notions of identity prevalent in neoliberal discourses have permeated engagements with migration, allowing for human smuggling's framing solely as an inherently exploitative and violent practice performed by explicitly racialized, gendered Others. In what follows I start to articulate the possibility of reframing human smuggling, shifting the focus from the mythified smugglers to the series of social interactions and sensorial experiences that often facilitated as demonstrations of care and solidarity ultimately lead to the mobility, albeit precarious, of irregular migrants. Through a critical engagement with the concept of intersectionality I explore how smugglingas one of multiple irregular migration strategiescan be unpacked as constituting much more than the quintessential predatory practice of late modernity performed by criminal smugglers preying on powerless victims, to be instead acknowledged as an alternative, contradictory, highly complex if often precarious path to mobility and safety in and from the margins.
C1 [Sanchez, Gabriella] Univ Texas El Paso, Secur Studies, El Paso, TX 79968 USA.
C3 University of Texas System; University of Texas El Paso
RP Sanchez, G (corresponding author), Univ Texas El Paso, Natl Secur Studies Inst, Secur Studies, 500 W Univ,Kelly Hall 409, El Paso, TX 79968 USA.; Sanchez, G (corresponding author), Univ Texas El Paso, Natl Secur Studies Inst, Res, 500 W Univ,Kelly Hall 409, El Paso, TX 79968 USA.
EM gesanchez4@utep.edu
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NR 42
TC 16
Z9 18
U1 0
U2 12
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1362-4806
EI 1461-7439
J9 THEOR CRIMINOL
JI Theor. Criminol.
PD FEB
PY 2017
VL 21
IS 1
BP 46
EP 56
DI 10.1177/1362480616677497
PG 11
WC Criminology & Penology
WE Social Science Citation Index (SSCI)
SC Criminology & Penology
GA EO8EC
UT WOS:000396920800006
OA Bronze
DA 2024-07-15
ER

PT J
AU Rimm-Kaufman, SE
   Baroody, AE
   Larsen, RAA
   Curby, TW
   Abry, T
AF Rimm-Kaufman, Sara E.
   Baroody, Alison E.
   Larsen, Ross A. A.
   Curby, Timothy W.
   Abry, Tashia
TI To What Extent Do Teacher-Student Interaction Quality and Student Gender
   Contribute to Fifth Graders' Engagement in Mathematics Learning?
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE engagement; teacher-student interactions; mathematics; classrooms; fifth
   grade
ID CLASSROOM EMOTIONAL CLIMATE; ACADEMIC ENGAGEMENT; SCHOOL ENGAGEMENT;
   BEHAVIORAL ENGAGEMENT; ELEMENTARY-SCHOOL; SELF-REGULATION; ACHIEVEMENT;
   KINDERGARTEN; RATINGS; MIDDLE
AB This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students' engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher-student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher-student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender X Teacher-student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher-student interaction quality and gender findings, and considers the usefulness of student report in understanding students' math experiences.
C1 [Rimm-Kaufman, Sara E.] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA.
   [Rimm-Kaufman, Sara E.] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22904 USA.
   [Baroody, Alison E.] San Francisco State Univ, Dept Child & Adolescent Dev, San Francisco, CA USA.
   [Larsen, Ross A. A.] Virginia Commonwealth Univ, Dept Fdn Educ, Richmond, VA 23284 USA.
   [Curby, Timothy W.] George Mason Univ, Dept Appl Dev Psychol, Fairfax, VA 22030 USA.
   [Abry, Tashia] Arizona State Univ, T Denny Sanford Sch Social & Family Dynam, Tempe, AZ 85287 USA.
C3 University of Virginia; University of Virginia; California State
   University System; San Francisco State University; Virginia Commonwealth
   University; George Mason University; Arizona State University; Arizona
   State University-Tempe
RP Rimm-Kaufman, SE (corresponding author), Univ Virginia, Curry Sch Educ, Ruffner Hall,Emmet St South, Charlottesville, VA 22904 USA.
EM serk@virginia.edu
OI Rimm-Kaufman, Sara/0000-0002-1354-8249; Curby,
   Timothy/0000-0001-8289-1748
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NR 80
TC 109
Z9 201
U1 16
U2 148
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD FEB
PY 2015
VL 107
IS 1
BP 170
EP 185
DI 10.1037/a0037252
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA CB4YD
UT WOS:000349633500013
DA 2024-07-15
ER

PT J
AU Duong, MT
   Gaias, LM
   Brown, E
   Kiche, S
   Nguyen, L
   Corbin, CM
   Chandler, CJ
   Buntain-Ricklefs, JJ
   Cook, CR
AF Duong, Mylien T.
   Gaias, Larissa M.
   Brown, Eric
   Kiche, Sharon
   Nguyen, Lillian
   Corbin, Catherine M.
   Chandler, Cassandra J.
   Buntain-Ricklefs, Joanne J.
   Cook, Clayton R.
TI A Cluster Randomized Pilot Trial of the Equity-Explicit
   Establish-Maintain-Restore Program among High School Teachers and
   Students
SO SCHOOL MENTAL HEALTH
LA English
DT Article
DE Student-teacher relationships; Professional development; High school;
   Equity; Race; ethnicity
ID ACADEMIC MOTIVATION SCALE; PSYCHOLOGICAL SENSE; ASIAN-AMERICAN; MODEL
   MINORITY; 3 DIMENSIONS; ENGAGEMENT; BEHAVIOR; MIDDLE; ADOLESCENTS;
   ACHIEVEMENT
AB Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student-teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students. A cluster-randomized pilot trial was conducted with 94 ninth grade teachers and 417 ninth grade students in six high schools. Teachers in three schools were randomized to receive E-EMR training and follow-up supports for one year. Teachers in three control schools conducted business as usual. Student-teacher relationships, sense of school belonging, academic motivation, and academic engagement were collected via student self-report in September and January of their ninth-grade year. Longitudinal models revealed non-significant main effects of E-EMR. However, there were targeted benefits for students who started with low scores at baseline, for Asian, Latinx, multicultural, and (to a lesser extent) Black students. We also found some unexpected effects, where high-performing and/or advantaged groups in the E-EMR condition had less favorable outcomes at post, compared to those in the control group, which may be a result of the equity-explicit focus of E-EMR. Implications and directions for future research are discussed.
C1 [Duong, Mylien T.; Kiche, Sharon; Nguyen, Lillian; Corbin, Catherine M.; Chandler, Cassandra J.; Buntain-Ricklefs, Joanne J.] Univ Washington, Dept Psychiat & Behav Med, Seattle, WA 98195 USA.
   [Gaias, Larissa M.] Univ Massachusetts, Dept Psychol, Lowell, MA USA.
   [Brown, Eric] Univ Miami, Dept Publ Hlth Sci, Miami, FL USA.
   [Cook, Clayton R.] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA.
C3 University of Washington; University of Washington Seattle; University
   of Massachusetts System; University of Massachusetts Lowell; University
   of Miami; University of Minnesota System; University of Minnesota Twin
   Cities
RP Duong, MT (corresponding author), Univ Washington, Dept Psychiat & Behav Med, Seattle, WA 98195 USA.
EM myliend@uw.edu
RI Corbin, Catherine/GNH-6376-2022
OI Nguyen, Lillian/0009-0003-2313-1302; Corbin,
   Catherine/0000-0002-2674-4425
FU Institute of Education Sciences [R305A170458]
FX This research was supported by a grant from the Institute of Education
   Sciences (R305A170458).
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NR 78
TC 3
Z9 5
U1 1
U2 3
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-2625
EI 1866-2633
J9 SCH MENT HEALTH
JI School Ment. Health
PD DEC
PY 2022
VL 14
IS 4
BP 951
EP 966
DI 10.1007/s12310-022-09516-3
EA APR 2022
PG 16
WC Psychology, Educational; Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 6J7KT
UT WOS:000782709900001
PM 35464191
OA Bronze, Green Published
DA 2024-07-15
ER

PT J
AU Wang, MT
   Henry, DA
   Wu, W
   Del Toro, J
   Huguley, JP
AF Wang, Ming-Te
   Henry, Daphne A.
   Wu, Wei
   Del Toro, Juan
   Huguley, James P.
TI Racial Stereotype Endorsement, Academic Engagement, Mindset, and
   Performance among Black and White American Adolescents
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Racial stereotype; Student engagement; Growth mindset; Math learning;
   Academic achievement
ID GENDER STEREOTYPES; MINORITY-STUDENTS; SELF-CONCEPT; ACHIEVEMENT;
   THREAT; RACE; MATHEMATICS; MODEL; ATTITUDES; SCIENCE
AB The role of racial stereotypes in youth's academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents' stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11-16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents' endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents' race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth.
C1 [Wang, Ming-Te; Del Toro, Juan; Huguley, James P.] Univ Pittsburgh, 230 South Bouquet St, Pittsburgh, PA 15213 USA.
   [Henry, Daphne A.] Boston Coll, Chestnut Hill, Boston, MA USA.
   [Wu, Wei] Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE); University
   of Pittsburgh; Boston College; Indiana University System; Indiana
   University Indianapolis
RP Wang, MT (corresponding author), Univ Pittsburgh, 230 South Bouquet St, Pittsburgh, PA 15213 USA.
EM mtwang@pitt.edu
RI Wang, Ming-Te/HCH-2285-2022
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NR 86
TC 7
Z9 14
U1 9
U2 42
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD MAY
PY 2022
VL 51
IS 5
BP 984
EP 1001
DI 10.1007/s10964-022-01587-4
EA APR 2022
PG 18
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 0J7SL
UT WOS:000778063900001
PM 35377098
DA 2024-07-15
ER

PT J
AU Griffith, AN
   Leggett, C
   Billingsley, JT
   Wittrup, AR
   Lee, SJ
   Hurd, NM
AF Griffith, Aisha N.
   Leggett, Caniece
   Billingsley, Janelle T.
   Wittrup, Audrey R.
   Lee, So Jung
   Hurd, Noelle M.
TI A Mixed Methods Study Exploring the Nature of Black Adolescents' Unfair
   Treatment by School Staff: Implications for Adolescents' Trust in Adults
SO CHILD & YOUTH CARE FORUM
LA English
DT Article
DE Black adolescents; Middle schools; High schools; Unfair treatment;
   Youth-adult relationships; Trust
ID AFRICAN-AMERICAN; RACIAL-DISCRIMINATION; ACADEMIC ENGAGEMENT; LATINO
   ADOLESCENTS; ASIAN-AMERICAN; MINORITY; IDENTITY; MENTORS; YOUTH;
   ASSOCIATIONS
AB Background Black adolescents commonly experience unfair treatment from teachers and other school staff that can undermine Black adolescents' engagement in school and their perceptions of adults as trustworthy. Objective This study aimed to address the overarching research question: "How do unfair experiences with school staff manifest and impact Black adolescents?". Method This study used a mixed methods approach guided by two sub-questions. Our qualitative strand of inquiry used interview data from 25 Black adolescents, their parents, and another familial adult (75 total interviews) to explore the sub-question: "How do unfair experiences with school staff unfold?" Our quantitative strand analyzed survey data from 216 Black adolescents to address the sub-question: "Is a specific type of unfair experience, teacher racial discrimination, associated with Black adolescents having fewer natural mentors (supportive non-parental adults from adolescents' everyday lives) via lower trust toward adults?". Results Analyses of interview data suggested experiencing specific types of unfair treatment- (a) being singled out, (b) observing favoritism, (c) feeling belittled, and (d) unwarranted or overly harsh punishment-was followed by students disengaging from class, schoolwork, or teachers. Analyses of survey data indicated unfair treatment in the form of teacher racial discrimination was negatively associated with the quantity of natural mentors via lower perceptions of adults as trustworthy. Conclusions Collectively, our findings suggest unfair treatment by school staff may set in motion a domino effect that negatively influences Black students' engagement with school and undermines their connection with supportive adults.
C1 [Griffith, Aisha N.; Lee, So Jung] Univ Illinois, Coll Educ, Dept Educ Psychol, 1040 W Harrison St, Chicago, IL 60607 USA.
   [Leggett, Caniece] Franciscan Hlth Olympia Fields, Olympia, IL USA.
   [Billingsley, Janelle T.; Wittrup, Audrey R.; Hurd, Noelle M.] Univ Virginia, Dept Psychol, Gilmer Hall, Charlottesville, VA 22903 USA.
C3 University of Illinois System; University of Illinois Chicago;
   University of Illinois Chicago Hospital; University of Virginia
RP Griffith, AN (corresponding author), Univ Illinois, Coll Educ, Dept Educ Psychol, 1040 W Harrison St, Chicago, IL 60607 USA.
EM griffit3@uic.edu
OI Griffith, Aisha/0000-0002-6421-4310
FU William T. Grant Foundation
FX This work was supported by the William T. Grant Foundation (Noelle M.
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NR 58
TC 1
Z9 3
U1 0
U2 5
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1053-1890
EI 1573-3319
J9 CHILD YOUTH CARE FOR
JI Child Youth Care Forum
PD DEC
PY 2022
VL 51
IS 6
BP 1063
EP 1089
DI 10.1007/s10566-021-09669-3
EA JAN 2022
PG 27
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA 5Q1YB
UT WOS:000737709800001
DA 2024-07-15
ER

PT J
AU Gillen-O'Neel, C
AF Gillen-O'Neel, Cari
TI Sense of Belonging and Student Engagement: A Daily Study of First- and
   Continuing-Generation College Students
SO RESEARCH IN HIGHER EDUCATION
LA English
DT Article
DE Sense of belonging; Emotional engagement; Behavioral engagement;
   First-generation college students; Daily diary
ID SCHOOL ENGAGEMENT; 1ST-GENERATION STUDENTS; AFRICAN-AMERICAN;
   SOCIAL-CLASS; ACADEMIC ENGAGEMENT; IDENTITY; ADOLESCENTS; MOTIVATION;
   SUCCESS; NEED
AB To date, most research on sense of belonging in higher education has relied upon between-person correlations (e.g., Murphy and Zirkel in Teach Coll Rec 117(12):1-40, 2015; Ostrove and Long in Rev High Educ 30(4):363-389, 2007). In the current study, first- and continuing-generation college students (N = 280) reported their sense of belonging and their emotional and behavioral engagement in college every evening for a week. These data were used to examine both person-level and daily dynamics of sense of belonging and student engagement. With few exceptions, sense of belonging was associated with all types of student engagement at both the person and the daily levels. At the person level: replicating previous research, students with a higher sense of belonging than their peers tended to also have higher emotional and behavioral engagement. At the daily level: regardless of students' typical sense of belonging, if they experienced especially high sense of belonging on a particular day, their emotional and behavioral engagement on that same day tended to be higher than usual. For two measures of student engagement-feelings toward school and in-class engagement-first-generation college students were especially sensitive to day-to-day fluctuations in sense of belonging. There were, however, few other effects of student generation. Overall, results suggest that sense of belonging is an important resource for maintaining student engagement among all students, but especially among first-generation students. In addition, because sense of belonging operates at both person and daily levels, schools can work at both levels to improve students' belonging.
C1 [Gillen-O'Neel, Cari] Macalester Coll, 1600 Grand Ave, St Paul, MN 55105 USA.
C3 Macalester College
RP Gillen-O'Neel, C (corresponding author), Macalester Coll, 1600 Grand Ave, St Paul, MN 55105 USA.
EM cgilleno@macalester.edu
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NR 87
TC 65
Z9 121
U1 8
U2 49
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0361-0365
EI 1573-188X
J9 RES HIGH EDUC
JI Res. High. Educ.
PD FEB
PY 2021
VL 62
IS 1
BP 45
EP 71
DI 10.1007/s11162-019-09570-y
PG 27
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA PU7GU
UT WOS:000609469600003
DA 2024-07-15
ER

PT J
AU Dumitru, OD
   Thorson, KR
   West, T
AF Dumitru, Oana D.
   Thorson, Katherine R.
   West, Tessa, V
TI Investigating gender differences among tutors and students during STEM
   peer tutoring: Women are as behaviorally engaged as men but experience
   more negative affect
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Peer tutoring; Gender; STEM; Negative affect; Engagement; Social
   interaction
ID COGNITIVE TEST ANXIETY; STEREOTYPE THREAT; SCHOOL ENGAGEMENT;
   QUESTION-ASKING; CLASSROOM PARTICIPATION; ACADEMIC ENGAGEMENT;
   TEACHER-BEHAVIOR; WORKING-MEMORY; MATH; PERFORMANCE
AB Peer tutoring in STEM has risen in popularity in the past several years and has been proposed as one method of reducing gender disparities in STEM outcomes. Yet, the ways in which students and peer tutors engage with each other remain largely unexplored. In this study, we employed a multi-method approach to investigate whether students' and tutors' engagement behaviors and affective experiences during peer tutoring interactions in STEM fields differed by gender. Sixty unacquainted undergraduate college students formed student-tutor pairs and participated in videotaped thirty-minute tutoring sessions in the lab, all of which covered STEM topics (Biology, Chemistry, Computer Science, Economics, Mathematics, and Physics). We found no consistent gender differences across three measures of behavioral engagement: men and women talked for a similar amount of time, they did not differ in four of five types of questions asked (i.e., "clarification" and "knowledge" questions for tutors, and "feedback" and "more information" questions for students), and they were perceived as equally engaged by outside coders. One behavioral difference emerged: men students asked more "repeat" questions than women students. In contrast, consistent gender differences across four measures of affective experiences were found: women reported more anxiety and less confidence relative to men, they were perceived as less confident by outside coders relative to men, and women tutors evaluated their own performance less positively than men tutors. These findings suggest that despite being similarly engaged as men in peer tutoring interactions, women face psychological barriers in this context that may inhibit them from pursuing advanced degrees or careers in STEM.
C1 [Dumitru, Oana D.; West, Tessa, V] NYU, Dept Psychol, 6 Washington Pl, New York, NY 10003 USA.
   [Thorson, Katherine R.] Barnard Coll Columbia, Dept Psychol, 3009 Broadway, New York, NY 10027 USA.
C3 New York University
RP Dumitru, OD (corresponding author), NYU, Dept Psychol, 6 Washington Pl, New York, NY 10003 USA.
EM oana.dumitru@nyu.edu
OI Thorson, Katherine/0000-0003-1528-1071
FU National Science Foundation, United States [DRL1535414]
FX This work was supported by National Science Foundation, United States
   (grant number DRL1535414, awarded to Chad E. Forbes and Tessa V. West) .
CR Academic Advising and Support at Caltech, PEER TUT INF
   Academic Resource Center at Harvard University, PEER TUT
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NR 152
TC 2
Z9 2
U1 4
U2 13
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD JUL
PY 2022
VL 70
AR 102088
DI 10.1016/j.cedpsych.2022.102088
EA JUL 2022
PG 15
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 3R6OV
UT WOS:000839030400001
OA Bronze
DA 2024-07-15
ER

PT J
AU Jalloul, M
   Derbew, HM
   Miranda-Schaeubinger, M
   Benedetti, LD
   Mekete, Y
   Carbajal, JA JR
   Doherty, M
   Noor, A
   Dako, F
   Otero, HJ
AF Jalloul, Mohammad
   Derbew, Hermon Miliard
   Miranda-Schaeubinger, Monica
   Benedetti, Laura De Leon
   Mekete, Yadel
   Carbajal, Jesus A., Jr.
   Doherty, Megan
   Noor, Abass
   Dako, Farouk
   Otero, Hansel J.
TI Case competition sessions: a global education and academic engagement
   tool
SO PEDIATRIC RADIOLOGY
LA English
DT Article
DE Case reports; Global health; Lower-middle-income countries; Medical
   education; Radiology
AB Background Radiology virtual teaching sessions utilize live video conferencing to promote collaborative learning and engagement by discussing radiology cases. Because of its convenience and flexibility, this mode of education has gained popularity, particularly after the corona virus disease 2019 pandemic.Objective We describe our experience in organizing a series of "Global Health Imaging Case Competitions" for trainees in low- and middle-income countries (LMICs). These competitions provide the trainees with an opportunity to present unique radiology cases, network with radiologists, learn about various radiology topics, win prizes and potentially publish their case reports in a peer-reviewed journal.Materials and methods Planning and execution of the competition involves several steps. First, trainees are invited to participate and submit abstracts discussing unique cases. The organizing committee grades these abstracts; the authors of the 20 abstracts with the highest scores are asked to submit a video presentation of their cases to be presented during the live webinar. During this webinar, presentations are displayed and graded to select winners. Additionally, the audience votes to choose a participant as the people's favorite. We have completed four cycles (Africa, Latin America and the Caribbean, Africa and the Middle East and Asia) and will continue in the same order of rotation.Results Attendance totalled 2,510 participants from 50 countries. Pediatric cases represented the majority of cases among finalists. Feedback was positive; 26 out of 29 (90%) participants surveyed indicated that the webinar was "very good" to "excellent" with well-organized and challenging cases. Diversity of participating countries was noted. Limitations included technology barriers such as internet connectivity.Conclusion This innovative approach emphasizing audience participation engaged trainees from LMICs and fostered locoregional collegiality and mentoring.
C1 [Jalloul, Mohammad; Derbew, Hermon Miliard; Miranda-Schaeubinger, Monica; Benedetti, Laura De Leon; Mekete, Yadel; Noor, Abass; Otero, Hansel J.] Childrens Hosp Philadelphia, 3401 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
   [Derbew, Hermon Miliard] Addis Ababa Univ, Coll Hlth Sci, Addis Ababa, Ethiopia.
   [Carbajal, Jesus A., Jr.; Doherty, Megan; Noor, Abass; Dako, Farouk; Otero, Hansel J.] Univ Penn, Ctr Global Hlth, Perelman Sch Med, Philadelphia, PA USA.
   [Noor, Abass; Dako, Farouk; Otero, Hansel J.] Hosp Univ Penn, Philadelphia, PA USA.
C3 University of Pennsylvania; Pennsylvania Medicine; Childrens Hospital of
   Philadelphia; Addis Ababa University; University of Pennsylvania;
   University of Pennsylvania
RP Jalloul, M (corresponding author), Childrens Hosp Philadelphia, 3401 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
EM Jalloulm@chop.edu
RI Otero, Hansel/AAF-9084-2020; Derbew, Hermon Miliard/ISV-2478-2023
OI Otero, Hansel/0000-0003-4626-0732; Derbew, Hermon
   Miliard/0000-0002-0318-4437; Jalloul, Mohammad/0000-0002-0841-7076; ,
   Monica/0000-0002-4668-225X; Dako, Farouk/0000-0003-4765-9358; Noor,
   Abass/0000-0003-3969-6351; Carbajal Jr, Jesus Alejo/0009-0000-0689-2028;
   De Leon Benedetti, Laura/0000-0003-1775-3474
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NR 22
TC 1
Z9 1
U1 1
U2 1
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 0301-0449
EI 1432-1998
J9 PEDIATR RADIOL
JI Pediatr. Radiol.
PD MAR
PY 2024
VL 54
IS 3
SI SI
BP 385
EP 391
DI 10.1007/s00247-023-05723-5
EA AUG 2023
PG 7
WC Pediatrics; Radiology, Nuclear Medicine & Medical Imaging
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Pediatrics; Radiology, Nuclear Medicine & Medical Imaging
GA IZ6B8
UT WOS:001042650100001
PM 37535093
DA 2024-07-15
ER

PT J
AU McClain, T
   Kammer-Kerwick, M
   Wood, L
   Temple, JR
   Busch-Armendariz, N
AF McClain, T'Shana
   Kammer-Kerwick, Matt
   Wood, Leila
   Temple, Jeff R.
   Busch-Armendariz, Noel
TI Sexual Harassment Among Medical Students: Prevalence, Prediction, and
   Correlated Outcomes
SO WORKPLACE HEALTH & SAFETY
LA English
DT Article
DE sexual harassment; mental health; workplace violence; mental health;
   medical education; academic achievement; organizational culture; climate
AB Background:
   Few studies are dedicated to understanding the extent and impact of sexual harassment among medical students. The aim of this study was to use behaviorally specific measures to examine prevalence of sexual harassment toward medical students. Associated mental health and academic impacts were also studied.
   Methods:
   A multisite survey was conducted at four medical schools. Sexual harassment was measured using the Sexual Experiences Questionnaire (SEQ), a valid and reliable instrument. Students were also surveyed about depressive and post-traumatic stress disorder (PTSD) symptoms and their level of academic engagement. We also assessed their perceptions of institutional response and whether they felt safe at their institution.
   Findings:
   The final sample included 524 medical students (response rate = 13%). Findings revealed that 36.6% reported sexual harassment by a faculty/staff member and 38.5% reported harassment by a fellow student. The odds of harassment by faculty/staff, as well as peers, were significantly higher for women with an adjusted odds ratio (AOR) = 9.83, 95% confidence interval (CI) = [3.74, 25.80] and multiracial students with an AOR: 2.93, 95% CI: [1.16, 7.39]. Those who experienced sexual harassment were more likely to report academic disengagement and symptoms of depression and PTSD.
   Conclusion/Application to Practice:
   Sexual harassment in medical schools can potentially limit a student's academic success and negatively impact their mental health. Supportive services and efforts to address peer and professional cultures that promote harassment are needed. Experiences of harassment require swift and competent responses by medical school leadership in collaboration with occupational and/or student health services to mitigate detrimental impacts and support medical students throughout their training.
C1 [McClain, T'Shana] Univ Denver, Grad Sch Social Work, 2148 S High St, Denver, CO 80208 USA.
   [Kammer-Kerwick, Matt] Univ Texas Austin, IC2 Inst, Bur Business Res, Austin, TX 78712 USA.
   [Busch-Armendariz, Noel] Univ Texas Austin, Austin, TX 78712 USA.
   [Wood, Leila] Univ Texas Med Branch, Dept Obstet & Gynecol, Behav Hlth & Res BHAR Team, Galveston, TX 77555 USA.
   [Temple, Jeff R.] Univ Texas Med Branch, Ctr Violence Prevent, Galveston, TX 77555 USA.
C3 University of Denver; University of Texas System; University of Texas
   Austin; University of Texas System; University of Texas Austin;
   University of Texas System; University of Texas Medical Branch
   Galveston; University of Texas System; University of Texas Medical
   Branch Galveston
RP McClain, T (corresponding author), Univ Denver, Grad Sch Social Work, 2148 S High St, Denver, CO 80208 USA.
EM shana.mcclain@du.edu
RI Temple, Jeff/A-7666-2009; McClain, T'Shana/AAL-3196-2021;
   Kammer-Kerwick, Matt/JTS-7505-2023
OI McClain, T'Shana/0000-0003-3967-6350; Kammer-Kerwick,
   Matt/0000-0001-8848-3438; Busch-Armendariz, Noel/0000-0002-3753-372X
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NR 59
TC 24
Z9 24
U1 3
U2 23
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 2165-0799
EI 2165-0969
J9 WORKPLACE HEALTH SAF
JI Workplace Health Saf.
PD JUN
PY 2021
VL 69
IS 6
BP 257
EP 267
AR 2165079920969402
DI 10.1177/2165079920969402
EA DEC 2020
PG 11
WC Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Nursing
GA SC8QD
UT WOS:000636527000001
PM 33331247
DA 2024-07-15
ER

PT J
AU Shaw, R
   Mohanty, C
   Patra, BK
   Pradhan, A
AF Shaw, Rabi
   Mohanty, Chinmay
   Patra, Bidyut Kr.
   Pradhan, Animesh
TI 1D Multi-Point Local Ternary Pattern: A Novel Feature Extraction Method
   for Analyzing Cognitive Engagement of students in Flipped Learning
   Pedagogy
SO COGNITIVE COMPUTATION
LA English
DT Article
DE Classification; Discrete Wavelet Packet Transform (DPT);
   Electroencephalography (EEG); Flipped Learning (FL); Multi-Point Local
   Ternary Pattern (1D MP-LTP)
ID CLASSROOM; CLASSIFICATION; EXPERIENCE; ATTENTION; LIGHTEN
AB Flipped learning is a blended learning method based on academic engagement of students online (outside class) and offline (inside class). In this learning pedagogy, students receive lesson any time from lecture videos pre-loaded on digital platform at their convenience places and it is followed by in-classroom activities such as doubt clearing, problem solving, etc. However, students are constantly exposed to high levels of distraction in this age of the Internet. Therefore, it is hard for an instructor to know whether a student has paid attention while watching pre-loaded lecture video. In order to analyze attention level of individual students, captured brain signal or electroencephalogram (EEG) of students can be utilized. In this study, we utilize a popular feature extraction technique called Local Binary Pattern (LBP) and improvise it to develop an enhanced feature selection method. The adapted feature selection method termed as 1D Multi-Point Local Ternary Pattern (1D MP-LTP) is used to extract unique features from collected electroencephalogram (EEG) signals. Standard classification techniques are exploited to classify the attention level of students. Experiments are conducted with the data captured at Intelligent Data Analysis Lab, NIT Rourkela, to show effectiveness of the proposed feature extraction technique. The proposed 1D Multi-Point Local Ternary Pattern (1D MP-LTP)-based classification techniques outperform traditional and state-of-the-art classification techniques using LBP. This research can be helpful for instructors to identify students who need special care for improving their learning ability. Researchers in educational technology can extend this work by adopting this methodology in other online teaching pedagogy such as Massive Open Online Courses (MOOC).
C1 [Shaw, Rabi; Mohanty, Chinmay; Patra, Bidyut Kr.; Pradhan, Animesh] Natl Inst Technol Rourkela, Dept Comp Sci & Engn, Rourkela 769008, Odisha, India.
C3 National Institute of Technology (NIT System); National Institute of
   Technology Rourkela
RP Shaw, R (corresponding author), Natl Inst Technol Rourkela, Dept Comp Sci & Engn, Rourkela 769008, Odisha, India.
EM 518CS6017@nitrkl.ac.in; 117CS0234@nitrkl.ac.in; patrabk@nitrkl.ac.in;
   117CS0241@nitrkl.ac.in
RI Shaw, Dr. Rabi/CAI-2394-2022
OI Shaw, Dr. Rabi/0000-0003-4396-331X
FU Science and Engineering Research Board (SERB), New Delhi, Government of
   India [EMR/2017/004357]
FX The Science and Engineering Research Board (SERB), New Delhi, Government
   of India supports this work with File No: EMR/2017/004357, Dated
   18/06/2018.
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NR 60
TC 3
Z9 3
U1 3
U2 17
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 1866-9956
EI 1866-9964
J9 COGN COMPUT
JI Cogn. Comput.
PD JUL
PY 2023
VL 15
IS 4
BP 1243
EP 1256
DI 10.1007/s12559-022-10023-5
EA MAY 2022
PG 14
WC Computer Science, Artificial Intelligence; Neurosciences
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Computer Science; Neurosciences & Neurology
GA O3JP9
UT WOS:000800430700001
PM 35637880
OA Green Published, Bronze
DA 2024-07-15
ER

PT J
AU van Uden, JM
   Ritzen, H
   Pieters, JM
AF van Uden, J. M.
   Ritzen, H.
   Pieters, J. M.
TI Enhancing student engagement in pre-vocational and vocational education:
   a learning history
SO TEACHERS AND TEACHING
LA English
DT Article
DE Student engagement; vocational education; professional development;
   teacher-student relationship
ID MIDDLE SCHOOL; ACADEMIC ENGAGEMENT; ENGAGING STUDENTS; TEACHER-BEHAVIOR;
   AUTONOMY SUPPORT; CLASS SIZE; CLASSROOM; PREDICTORS; MOTIVATION; PARENTS
AB Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we capture the experiences of teachers who were explicitly working with their teams on fostering student engagement. We used the learning history method to capture those experiences and at the same time to stimulate learning within the participating teams. A learning history includes the voices of the different participants involved in order to stimulate reflection and learning. Three teams of teachers participated in the writing of this learning history. Several teachers (n=10), students (n=10), and managers (n=5) from or related to the teams were interviewed. The learning history shows that, on the one hand, teachers emphasized positive relationships and structure in relation to student engagement, yet, on the other hand, students continued to provide examples of negative relationships and mentioned a lack of structure, although they also mentioned improvements. Furthermore, the learning history showed that teachers in all teams reflected on their experiences and learned from the activities employed to foster student engagement, which included taking a more positive approach, conversations about a skills form, and being more consequent. These results taken together indicate that it is possible for teachers to do a better job of engaging their students and that their repertoire can be expanded to include more engagement-related actions. Finally, the learning history produced offers insight into the difficulties experienced by the teams. An important limitation mentioned by all teams was that teachers found it difficult to address each other's behavior when someone did not act as agreed upon.
C1 [van Uden, J. M.] Reg Coll Vocat Educ & Training Twente, Hengelo, Netherlands.
   [Ritzen, H.] Saxion Univ Appl Sci, Social Context, Enschede, Netherlands.
   [Pieters, J. M.] Univ Twente, Fac Behav Sci, Enschede, Netherlands.
C3 Saxion University of Applied Sciences; University of Twente
RP van Uden, JM (corresponding author), Reg Coll Vocat Educ & Training Twente, Hengelo, Netherlands.
EM Jolien.vanuden@gmail.com
OI van Uden, Jolien/0009-0003-0013-9301
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NR 50
TC 6
Z9 8
U1 2
U2 39
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1354-0602
EI 1470-1278
J9 TEACH TEACH
JI Teach. Teach.
PD NOV
PY 2016
VL 22
IS 8
BP 983
EP 999
DI 10.1080/13540602.2016.1200545
PG 17
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA DV6EP
UT WOS:000383024600009
OA Green Published
DA 2024-07-15
ER

PT J
AU Bikdeli, B
   Sharif-Kashani, B
   Raeissi, S
   Ehteshami-Afshar, S
   Behzadnia, N
   Masjedi, MR
AF Bikdeli, Behnood
   Sharif-Kashani, Babak
   Raeissi, Sasan
   Ehteshami-Afshar, Solmaz
   Behzadnia, Neda
   Masjedi, Mohammad-Reza
TI Chest physicians' knowledge of appropriate thromboprophylaxis: insights
   from the PROMOTE study
SO BLOOD COAGULATION & FIBRINOLYSIS
LA English
DT Article
DE knowledge; prophylaxis; questionnaire; venous thromboembolism
ID VENOUS THROMBOEMBOLISM; PROPHYLAXIS; GUIDELINES; PREVENTION;
   IMPLEMENTATION; EDUCATION; RISK
AB Venous thromboembolism (VTE) is a major cause of in-hospital mortality. Several international guidelines provide thromboprophylaxis recommendations; however, guidelines adherence is missing worldwide. We evaluated the chest physicians' knowledge regarding VTE prophylaxis, using a systematically developed questionnaire. The Prophylaxis-foR-venOus-throMbOembolism-assessmenT-questionnairE (PROMOTE) questionnaire was developed using an algorithm encompassing the most important VTE prophylaxis topics and included 13 clinical scenarios. Responses were evaluated with reference to the eighth edition of American College of Chest Physicians guidelines for VTE prevention to assess thromboprophylaxis appropriateness. The questionnaires were distributed during the fourth International Congress on Pulmonary Disease, Intensive Care and Tuberculosis. From the 88 received questionnaires (response rate: 39.8%), 82 were acceptable (62 men, 20 women). The most commonly cited VTE risk factors were immobility (79.2%), surgery (68.2%), and cancer (60.9%). The mean correct response ratio to the questions was 67% [95% confidence interval (CI) 64-70%] with highest appropriateness ratios amongst cardiologists (77.1 +/- 5.8%) and lowest ratios among thoracic surgeons (59.2 +/- 5%). Physicians' specialty had a significant effect on the overall appropriateness (P = 0.04) and most of appropriateness subcategories. Thoracic surgeons had the lowest rate of over-prophylaxis (P = 0.02). Years passed from graduation were inversely associated with overall appropriateness (P = 0.006). Physicians with academic engagements had a higher overall appropriateness (P = 0.04). We found a wide gap between the guideline recommendations and the responses. PROMOTE is the first systematically developed questionnaire that addresses chest physicians' thromboprophylaxis knowledge and could be useful to strategies to improve VTE prophylaxis. Because of the dissimilar prophylaxis pitfalls of different specialists, distinct educational programs seem necessary to improve their knowledge of proper VTE prophylaxis. Blood Coagul Fibrinolysis 22:667-672 (C) 2011 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins.
C1 [Bikdeli, Behnood; Sharif-Kashani, Babak; Raeissi, Sasan; Ehteshami-Afshar, Solmaz; Behzadnia, Neda] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Cardiovasc Dept, Masih Daneshvari Hosp, Tehran, Iran.
   [Sharif-Kashani, Babak] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Tobacco Prevent & Control Res Ctr, Masih Daneshvari Hosp, Tehran, Iran.
   [Sharif-Kashani, Babak] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Lung Transplantat Res Ctr, Masih Daneshvari Hosp, Tehran, Iran.
   [Masjedi, Mohammad-Reza] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Div Pulm, Masih Daneshvari Hosp, Tehran, Iran.
   [Masjedi, Mohammad-Reza] Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, CRDRC, Masih Daneshvari Hosp, Tehran, Iran.
   [Bikdeli, Behnood] Yale Univ, Sch Med, Ctr Outcomes Res & Evaluat, New Haven, CT USA.
C3 Shahid Beheshti University Medical Sciences; Shahid Beheshti University
   Medical Sciences; Shahid Beheshti University Medical Sciences; Shahid
   Beheshti University Medical Sciences; Shahid Beheshti University Medical
   Sciences; Yale University
RP Sharif-Kashani, B (corresponding author), Shahid Beheshti Univ MC, Natl Res Inst TB & Lung Dis, Cardiovasc Dept, Masih Daneshvari Hosp, Tehran, Iran.
EM babaksharifkashani@yahoo.com
RI Ehteshami-Afshar, Solmaz/AAK-2460-2020; behzadnia, neda/G-5843-2017;
   sharif-kashani, babak/G-4090-2017; Masjedi, Mohammad Reza/J-9776-2017
OI Ehteshami-Afshar, Solmaz/0000-0002-5826-4696; behzadnia,
   neda/0000-0001-7992-3884; Behzadnia, Neda/0000-0001-8963-4285;
   sharif-kashani, babak/0000-0002-3400-489X; Masjedi, Mohammad
   Reza/0000-0002-6871-382X; Masjedi, Mohammadreza/0000-0003-4964-3851
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NR 22
TC 7
Z9 8
U1 0
U2 4
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 0957-5235
EI 1473-5733
J9 BLOOD COAGUL FIBRIN
JI Blood Coagul. Fibrinolysis
PD DEC
PY 2011
VL 22
IS 8
BP 667
EP 672
DI 10.1097/MBC.0b013e32834ad76d
PG 6
WC Hematology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Hematology
GA 849PU
UT WOS:000297138400007
PM 21986466
DA 2024-07-15
ER

PT J
AU Douglass, JA
   Thomson, G
AF Douglass, John Aubrey
   Thomson, Gregg
TI The Immigrant's University: A Study of Academic Performance and the
   Experiences of Recent Immigrant Groups at the University of California
SO HIGHER EDUCATION POLICY
LA English
DT Article
DE immigrant students; diversity; academic engagement; research
   universities; socioeconomic mobility
AB One of the major characteristics of globalization is the large influx of immigrant groups moving largely from underdeveloped regions to developed economies. California offers one of the most robust examples of a large-scale, postmodern demographic transition that includes a great racial, ethnic, and cultural diversity of immigrant groups, many of which place a high value on education. As a window into a larger global phenomenon, this study looks at immigrant student participation in the University of California (UC) - one of the largest research universities systems in the world, chartered and subsidized by a state with the largest immigrant population in the US. We provide an initial exploration of the dynamics of race and ethnicity, major, and the differing socioeconomic backgrounds of immigrant students, and in comparison to 'native' students. Utilizing data from the Student Experience in the Research University Survey of the UC's students, we show that more than half the undergraduate students in the UC system have at least one parent that is an immigrant. The ratio is even higher at UC Berkeley. Among the major conclusions offered in this study: there are a complex set of differences between various 'generations' of immigrant students that fit earlier historical waves of immigrant groups to the United States; the startling number and range of students from different ethnic, racial, cultural, and economic backgrounds points to the need for an expanded notion of diversity beyond older racial and ethnic paradigms; and while there are growing numbers of immigrant students at Berkeley from different parts of the world, and often from lower-income families, there is a high correlation with their socioeconomic capital, described as a variety of factors, but most prominently the education level of their parents and family. Higher Education Policy (2010) 23, 451-474. doi: 10.1057/hep.2010.18
C1 [Douglass, John Aubrey] Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
   [Thomson, Gregg] Univ Calif Berkeley, Off Student Res & Campus Surveys, Berkeley, CA 94720 USA.
C3 University of California System; University of California Berkeley;
   University of California System; University of California Berkeley
RP Douglass, JA (corresponding author), Univ Calif Berkeley, Ctr Studies Higher Educ, Berkeley, CA 94720 USA.
EM douglass@berkeley.edu
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NR 23
TC 5
Z9 10
U1 0
U2 23
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 0952-8733
EI 1740-3863
J9 HIGH EDUC POLICY
JI High Educ. Policy
PD DEC
PY 2010
VL 23
IS 4
BP 451
EP 474
DI 10.1057/hep.2010.18
PG 24
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA V24RT
UT WOS:000208428200001
DA 2024-07-15
ER

PT J
AU Zhang, SA
   Ma, RJ
   Wang, ZY
   Li, G
   Fa, TN
AF Zhang, Siai
   Ma, Ruijuan
   Wang, Zhangyi
   Li, Ge
   Fa, Tiane
TI Academic self-concept mediates the effect of online learning engagement
   on deep learning in online courses for Chinese nursing students: A
   cross-sectional study
SO NURSE EDUCATION TODAY
LA English
DT Article
DE Academic self-concept; Deep learning; Mediation analysis; Nursing
   student; Online learning engagement; Online courses
ID ACHIEVEMENT; EMOTIONS; MOTIVATION; EDUCATION; IMPACT
AB Background: Online learning is prevalent among nursing students, but the effect of online learning seems not as good as expected. Deep learning, as a learning approach that could help people solve complex problems and make innovative decisions, is associated with individual behavior and psychology. However, from the perspective of individual behavior and psychology to explore the potential influence mechanism of deep learning in online courses is little, in China or indeed internationally.
   Objectives: The purpose of this study is to explore the relationship between online learning engagement, academic self-concept and deep learning in online courses for Chinese nursing students, and the mediating effect of academic self-concept on the relationship between online learning engagement and deep learning in online courses of Chinese nursing students.
   Design: A cross-sectional electronic survey.
   Settings and participants: The study was conducted using a convenience sample of 617 nursing students in five schools in eastern, central, and western China from September 2021 to October 2021 (the number of eligible students in the five schools was 2065).
   Methods: The data were collected with the College students' learning engagement scale in cyberspace, Academic self-concept scale and Deep learning scale in online courses, and analyzed by correlation analysis, univariate analysis, multiple linear regression and PROCESS macro.
   Results: 594 valid questionnaires were collected (effective response rate: 96.2 %). High online learning engagement and high academic self-concept were correlated with a high level of deep learning in online courses (correlation coefficient: 0.731 to 0.800). Part of the influence of online learning engagement on deep learning in online courses was mediated by academic self-concept, and the indirect effect accounts for 39.75 % of the total effect.
   Conclusions: Chinese nursing students' online learning engagement may partially influence deep learning in online courses through academic self-concept.
C1 [Zhang, Siai; Ma, Ruijuan; Wang, Zhangyi] Tianjin Univ Tradit Chinese Med, Grad Sch, Tianjin, Peoples R China.
   [Li, Ge] Tianjin Univ Tradit Chinese Med, Publ Hlth Sci & Engn Coll, Tianjin, Peoples R China.
   [Fa, Tiane] Tianjin Chest Hosp, Nursing Dept, Tianjin 301617, Peoples R China.
C3 Tianjin University of Traditional Chinese Medicine; Tianjin University
   of Traditional Chinese Medicine
RP Fa, TN (corresponding author), Tianjin Chest Hosp, Nursing Dept, Tianjin 301617, Peoples R China.
EM fatiane@163.com
RI Zhang, Si'ai/ABW-8314-2022
OI Zhang, Si'ai/0000-0001-5908-3179; Wang, Zhangyi/0000-0001-6370-8848
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NR 55
TC 10
Z9 11
U1 18
U2 70
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
EI 1532-2793
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD OCT
PY 2022
VL 117
AR 105481
DI 10.1016/j.nedt.2022.105481
PG 9
WC Education, Scientific Disciplines; Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Nursing
GA G8QN6
UT WOS:000991738800009
PM 35872403
DA 2024-07-15
ER

PT J
AU Roza, JMG
   Frenzel, AC
   Klassen, RM
AF Roza, Julia M. G.
   Frenzel, Anne C.
   Klassen, Robert M.
TI The teacher-class relationship A mixed-methods approach to validating a
   new scale
SO ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE
LA English
DT Article; Early Access
DE Teacher-student relationships; teacher wellbeing; cognitive validation
   interviews; scale validation
ID STUDENT RELATIONSHIPS; CHILD RELATIONSHIPS; SOCIAL SUPPORT; MEDIATING
   ROLE; INTERRATER RELIABILITY; ACADEMIC ENGAGEMENT; SCHOOL STUDENTS;
   ACHIEVEMENT; PERCEPTIONS; MOTIVATION
AB Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which specifically addresses the relational phenomenon between a teacher and the entire group of students within a class - which we define as teacher-class relationship - is yet missing. Thus, the goal of the present research was to develop and validate an instrument which captures the teachers' self-reported quality of the teacher-class relationship (the TCR scale). To do so, we adopted a mixed methods approach: In Study 1 (qualitative, N = 56), we analyzed interviews to explore the cognitive validity of the TCR items, and in Study 2 (quantitative, N = 209), we tested the psychometric quality of the TCR scale and its external validity in terms of correlative links with related constructs. Study 1 results showed that seven out of the original 13 developed items were highly cognitively valid in that the teachers associated main aspects of relationship quality with these items and answered them by referring predominantly to the whole class instead of individual students. Study 2 results confirmed that these seven items formed a unidimensional scale with high internal consistency (Cronbach's alpha = .89). Furthermore, the TCR scale was significantly linked with teachers' class-specific teaching emotions and self-efficacy as well as with teachers' job-related burnout symptoms and emotional labor. We conclude that the TCR scale represents a reliable, valid and parsimonious instrument to measure the quality of teacher-class relationships. We hope that the existence of this scale fuels future research to further investigate teacher-class relationships and their connections with teachers' emotional and professional wellbeing.
C1 [Roza, Julia M. G.; Frenzel, Anne C.] Ludwig Maximilians Univ Munchen, Dept Psychol, Munich, Germany.
   [Klassen, Robert M.] Univ York, Dept Educ, York, N Yorkshire, England.
C3 University of Munich; University of York - UK
RP Frenzel, AC (corresponding author), LMU, Dept Psychol, Leopoldstr 13, D-80802 Munich, Germany.
EM frenzel@psy.lmu.de
OI Frenzel, Anne C./0000-0002-9068-9926
FU Episcopal Foundation Cusanuswerk; German Research Foundation [FR
   2642/8-1]
FX This research was supported by a scholarship awarded to the first author
   by the Episcopal Foundation Cusanuswerk and by a grant awarded to the
   second author by the German Research Foundation (FR 2642/8-1).
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NR 99
TC 3
Z9 4
U1 4
U2 31
PU HOGREFE AG-HOGREFE AG SUISSE
PI BERN
PA LANGGASSSTRASSE 76, BERN, SWITZERLAND
SN 1010-0652
EI 1664-2910
J9 Z PADAGOG PSYCHOL
JI Z. Padagog. Psychol.
PD 2021 SEP 29
PY 2021
AR a000328
DI 10.1024/1010-0652/a000328
EA SEP 2021
PG 18
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA UY3OS
UT WOS:000701437700001
OA Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Scheepers, RA
   Hilverda, F
   Vollmann, M
AF Scheepers, Renee A.
   Hilverda, Femke
   Vollmann, Manja
TI Study demands and resources affect academic well-being and life
   satisfaction of undergraduate medical students in the Netherlands
SO MEDICAL EDUCATION
LA English
DT Article; Early Access
ID WORK ENGAGEMENT; JOB DEMANDS; PSYCHOLOGICAL DISTRESS; HOME
   CHARACTERISTICS; BURNOUT; MODEL
AB IntroductionMedical students report poor academic well-being in a context of high study demands. Study Demands-Resources theories have outlined mediating processes involving high study demands and low resources to mitigate academic well-being, which is subsequently associated with diminished overall well-being (i.e. life satisfaction). Furthermore, academic well-being and life satisfaction are also affected by interactions between study demands and resources (referred to as moderating processes). However, these mediating and moderating processes clarifying medical students' well-being still need to be investigated. Therefore, this study investigated the mediating role of academic well-being in the associations of study demands and resources with life satisfaction and the moderating role of study demands and resources in relation to academic well-being and life satisfaction among undergraduate medical students.MethodsIn this cross-sectional survey study, 372 undergraduates from Dutch medical schools participated. The survey included the Study Demands-Resources Scale (workload, growth opportunities and peer support) as well as questionnaires on academic well-being (Utrecht Burnout Scale for students and Utrecht Work Engagement Scale-Student Form) and overall well-being (single item on life satisfaction). Based on Study Demands-Resources theories, (moderated) mediation analyses were performed.ResultsMediating processes were found as growth opportunities were indirectly associated with higher life satisfaction through lower academic burnout and higher academic engagement. Furthermore, workload was indirectly associated with lower life satisfaction through higher academic burnout. This association was moderated as it became weaker with more perceived peer support.DiscussionA high workload and limited growth opportunities are associated with suboptimal academic well-being and life satisfaction. Perceiving support from peer students slightly buffers the unfavourable effect of workload on academic burnout and subsequently life satisfaction. To promote academic well-being and life satisfaction in medical students, universities can consider to reduce the workload, to create a supportive learning environment and to offer development opportunities.
C1 [Scheepers, Renee A.; Hilverda, Femke; Vollmann, Manja] Erasmus Univ, Erasmus Sch Hlth Policy & Management, Dept Socio Med Sci, Burgemeester Oudlaan 50,POB 1738, NL-3062 PA Rotterdam, Netherlands.
C3 Erasmus University Rotterdam; Erasmus University Rotterdam - Excl
   Erasmus MC
RP Scheepers, RA (corresponding author), Erasmus Univ, Erasmus Sch Hlth Policy & Management, Dept Socio Med Sci, Burgemeester Oudlaan 50,POB 1738, NL-3062 PA Rotterdam, Netherlands.
EM scheepers@eshpm.eur.nl
OI Vollmann, Manja/0000-0001-6464-775X; Hilverda, Femke/0000-0002-7542-4508
FU Netherlands Organisation for Health Research and Development (ZonMw)
FX We thank the student organisation De Geneeskundestudent, the foundation
   Stichting MEgala, Ruben O. Wissing and Rixt Bruinsma for their help with
   data collection.
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NR 51
TC 0
Z9 0
U1 1
U2 1
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0308-0110
EI 1365-2923
J9 MED EDUC
JI Med. Educ.
PD 2024 JUN 11
PY 2024
DI 10.1111/medu.15456
EA JUN 2024
PG 10
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Health Care Sciences & Services
GA TU0V3
UT WOS:001243662600001
PM 38863256
OA hybrid
DA 2024-07-15
ER

PT J
AU Mongrain, K
   Simmons, A
   Shore, I
   Prinja, X
   Reaume, M
AF Mongrain, Kelsey
   Simmons, Alexander
   Shore, Isabel
   Prinja, Xavier
   Reaume, Michael
TI Side-by-Side: A One-on-One Peer Support Program for Medical Students
SO ACADEMIC MEDICINE
LA English
DT Article
ID DEPRESSION; BURNOUT
AB Problem Medical students experience high levels of burnout and face barriers to accessing support services. However, few studies have considered the feasibility and/or effectiveness of one-on-one peer support programs for medical students. This report aims to describe the development and implementation of such a program, the Side-by-Side Peer Support Program, at the University of Ottawa (August 2018-June 2020). Approach Thirty-five medical students enrolled at the University of Ottawa Faculty of Medicine were selected to participate in a training course aimed at developing the skills necessary to provide one-on-one support to their peers. The main responsibilities of peer supporters were to reach out to classmates, particularly those displaying changes in their usual behavior that might be indicative of mental illness, to provide basic counseling, and to refer at-risk students to professional services. Peer supporters offered weekly hours during which classmates could contact them for support. Information on interactions between students and peer supporters was recorded in an electronic database. An end-of-year survey collected information on barriers to seeking help perceived by medical students. Outcomes A total of 303 interactions were recorded. Interactions took place in various formats, including in-person, via telephone or video call, or via texting or online messaging. Interactions were initiated by both students and peer supporters. Survey respondents identified more barriers to seeking help from Faculty of Medicine services than Side-by-Side, including fear of impact on career (22.2% vs 2.5%; P < .01) and belief that the services would not be helpful (42.0% vs 23.5%; P = .02). Next Steps The authors plan to quantify well-being through academic engagement metrics as well as mental health outcome metrics in future studies. Future studies should also consider whether peer support increases help-seeking behaviors and/or the use of professional services.
C1 [Mongrain, Kelsey] Queens Univ, Family Med, Sch Med, Kingston, ON, Canada.
   [Simmons, Alexander] Univ Toronto, Temerty Fac Med, Psychiat, Toronto, ON, Canada.
   [Shore, Isabel] Univ Ottawa, Fac Med, Ottawa, ON, Canada.
   [Prinja, Xavier] Univ Ottawa, Human kinet, Fac Hlth Sci, Ottawa, ON, Canada.
   [Reaume, Michael] Univ Manitoba, Max Rady Coll Med, Internal Med, Winnipeg, MB, Canada.
C3 Queens University - Canada; University of Toronto; University of Ottawa;
   University of Ottawa; University of Manitoba
RP Reaume, M (corresponding author), Univ Manitoba, Hlth Sci Ctr, 820 Sherbrooke St,Room GC430, Winnipeg, MB R3A 1R9, Canada.
EM kmong013@uottawa.ca; asimm075@uottawa.ca; reaumem@myumanitoba.ca
FU Aesculapian Society; Student Affairs Office
FX The authors wish to thank all of the students involved in the planning,
   development, and/or operational leadership of the Side-by-Side Peer
   Support Program: Matthew Arora, Marina Atalla, Mario Corrado, Dorsa
   Mavedatnia, Gabrielle Ouellette, Lindsey Symons, Peter Feige, Sebastien
   Maille, Caragh Miller, and Jean Wang. The authors also want to
   acknowledge the support of the Aesculapian Society and the Student
   Affairs Office, particularly Dr. Kay-Anne Haykal, as well as all of the
   counsellors and administrators for their ongoing input and support. The
   authors want to thank Dr. Mamta Gautam for her continuous guidance and
   support throughout the development phase of the program. The authors are
   also immensely grateful for the dedication of all of the peer
   supporters, who are fundamental to the success of the program. Lastly,
   the authors want to express their heartfelt gratitude to the late Ryan
   Seguin for his invaluable contribution to the program and his dedication
   to peer support and student wellness and for whom the authors have
   renamed the program as the Ryan Seguin Peer Support Program.
CR Brazeau CMLR, 2014, ACAD MED, V89, P1520, DOI 10.1097/ACM.0000000000000482
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NR 10
TC 2
Z9 2
U1 0
U2 2
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA
SN 1040-2446
EI 1938-808X
J9 ACAD MED
JI Acad. Med.
PD AUG
PY 2022
VL 97
IS 8
BP 1170
EP 1174
DI 10.1097/ACM.0000000000004704
PG 5
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Education & Educational Research; Health Care Sciences & Services
GA 3L3LG
UT WOS:000834665000043
PM 35917544
OA Bronze
DA 2024-07-15
ER

PT J
AU Guo, SY
   Wu, Q
   Smokowski, PR
   Bacallao, M
   Evans, CBR
   Cotter, KL
AF Guo, Shenyang
   Wu, Qi
   Smokowski, Paul R.
   Bacallao, Martica
   Evans, Caroline B. R.
   Cotter, Katie L.
TI A Longitudinal Evaluation of the Positive Action Program in a
   Low-Income, Racially Diverse, Rural County: Effects on Self-Esteem,
   School Hassles, Aggression, and Internalizing Symptoms
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE School-based interventions; Positive Action; Self-esteem; Aggression;
   Rural; Propensity score analysis
ID CHARACTER DEVELOPMENT PROGRAM; RANDOMIZED CONTROLLED-TRIAL; BULLYING
   BEHAVIORS; PROPENSITY SCORE; URBAN-SCHOOLS; MATCHED-PAIR; STUDENTS;
   ADOLESCENTS; HEALTH; YOUTH
AB Positive Action is a school-based program that aims to decrease problem behaviors (e.g., violence, substance use) and increase positive behaviors (e.g., school engagement, academic achievement). Although a number of studies have shown that Positive Action successfully achieves these goals, few studies have evaluated the program's effectiveness in rural schools. Given that rural youth are at an increased risk for risky behaviors (e.g., violence, substance use), this is a critical gap in the existing Positive Action research base. The current study assesses the impact of Positive Action on change rates of self-esteem, school hassles, aggression, and internalizing symptoms in a group (N = 1246, 52 % female) of ethnically/racially diverse (27 % White, 23 % African American, 12 % mixed race/other, 8 % Latino, 30 % as American Indian) middle school youth (age range 9-20) located in two violent, low-income rural counties in North Carolina. One county engaged in Positive Action over the 3-year study window while the other county did not. Following multiple imputation and propensity score analysis, 4 two-level hierarchical linear models were run using each of the outcome measures as dependent variables. The results indicate that the program generates statistically significant beneficial effects for youth from the intervention county on self-esteem scores and school hassles scores. Although the program generates beneficial effects for intervention youth on the change in aggression scores, the finding is not statistically significant. The finding on the change in internalizing scores shows a non-significant detrimental effect: the youth from the comparison county have lower internalizing scores than those from the intervention county. Implications are discussed.
C1 [Guo, Shenyang] Washington Univ, Brown Sch Social Work, St Louis, MO 63130 USA.
   [Wu, Qi; Evans, Caroline B. R.] Univ N Carolina, Sch Social Work, Chapel Hill, NC 27599 USA.
   [Smokowski, Paul R.; Bacallao, Martica] Univ Kansas, Sch Social Welf, Lawrence, KS 66045 USA.
   [Cotter, Katie L.] Arizona State Univ, Sch Social Work, Phoenix, AZ 85004 USA.
C3 Washington University (WUSTL); University of North Carolina; University
   of North Carolina Chapel Hill; University of Kansas; Arizona State
   University; Arizona State University-Downtown Phoenix
RP Guo, SY (corresponding author), Washington Univ, Brown Sch Social Work, CB 1196,One Brookings Dr, St Louis, MO 63130 USA.
EM s.guo@wustl.edu; qiwu@email.unc.edu; smokowski@ku.edu;
   marticabacallao@gmail.com; careyrobertson@gmail.com;
   katie.cotter@asu.edu
RI Berger, Emily/N-7268-2017; Wu, Qi/F-5347-2018
OI Berger, Emily/0000-0001-5550-807X; Stalker, Katie/0000-0003-2857-0868
FU U.S. Centers for Disease Control and Prevention's National Center for
   Injury Prevention and Control [5 U01 CE001948-03]
FX Funding for this research was provided through a cooperative agreement
   with the U.S. Centers for Disease Control and Prevention's National
   Center for Injury Prevention and Control (5 U01 CE001948-03).
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NR 58
TC 30
Z9 38
U1 2
U2 49
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
EI 1573-6601
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD DEC
PY 2015
VL 44
IS 12
SI SI
BP 2337
EP 2358
DI 10.1007/s10964-015-0358-1
PG 22
WC Psychology, Developmental
WE Social Science Citation Index (SSCI)
SC Psychology
GA CV8XZ
UT WOS:000364572900010
PM 26411991
DA 2024-07-15
ER

PT J
AU Lai, HM
AF Lai, Hui-Min
TI Understanding what determines university students' behavioral engagement
   in a group-based flipped learning context
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Improving classroom teaching; Pedagogical issues; Teaching; learning
   strategies
ID EXPECTANCY-VALUE THEORY; TASK-DIFFICULTY; ACADEMIC ENGAGEMENT; SCHOOL
   ENGAGEMENT; ATTAINMENT VALUE; COGNITIVE LOAD; SELF-EFFICACY; CLASSROOM;
   ACHIEVEMENT; MOTIVATION
AB Flipped learning emphasizes substantial peer interaction, and most teachers use groups for discussions or to assign tasks. The purpose of this study was to develop and test a student behavioral engagement model in a group-based flipped learning context by drawing on expectancy-value theory (EVT) and an interactional psychology perspective. Since interactional psychology considers human behavior a function of interaction between an individual and an encountered situation, we developed and tested a research model to explore interactions between the subjective (interest and utility) value of courses, expectancy beliefs (perceived task difficulty), and a group factor (group peer interaction) and their association with students' behavioral engagement in a group-based flipped learning context. Based on data from a survey of 276 students in 78 groups in 8 classes of 2 management courses at a Taiwanese university, we used moderated multiple regression (MMR) to examine the study hypotheses. The results showed that (1) interest value and utility value were positively associated with students' behavioral engagement, (2) the positive association between interest value and students' behavioral engagement was weak under conditions of high perceived task difficulty, (3) a negative linear relationship existed between perceived task difficulty and students' behavioral engagement, and (4) group peer interaction was positively associated with students' behavioral engagement. Additionally, group peer interaction moderated the nonlinear relationship between perceived task difficulty and students' behavioral engagement, in that, when group peer interaction was high and perceived task difficulty was moderate, students' behavioral engagement was high, and (5) the positive association between utility value and students' behavioral engagement was strong under conditions of high group peer interaction. Based on the findings, we provide suggestions for teachers intending to use groupbased flipped learning.
C1 [Lai, Hui-Min] Natl Taichung Univ Sci & Technol, Dept Business Adm, 129 Sec 3,Sanmin Rd, Taichung 404, Taiwan.
C3 National Taichung University of Science & Technology
RP Lai, HM (corresponding author), Natl Taichung Univ Sci & Technol, Dept Business Adm, 129 Sec 3,Sanmin Rd, Taichung 404, Taiwan.
EM hmin@nutc.edu.tw
RI Lai, Hui-Min/HKF-6178-2023
OI Lai, Hui-Min/0000-0002-5615-2199
FU Ministry of Science and Technology, Taiwan, R.O.C [MOST
   108-2511-H-025-004-MY2]
FX This study was supported by the Ministry of Science and Technology,
   Taiwan, R.O.C (Grant number: MOST 108-2511-H-025-004-MY2).
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NR 97
TC 20
Z9 21
U1 11
U2 67
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2021
VL 173
AR 104290
DI 10.1016/j.compedu.2021.104290
EA JUL 2021
PG 17
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Computer Science; Education & Educational Research
GA TZ5ZA
UT WOS:000684549200001
DA 2024-07-15
ER

PT J
AU Akalin, S
   Sucuoglu, B
AF Akalin, Selma
   Sucuoglu, Bulbin
TI Effects of Classroom Management Intervention Based on Teacher Training
   and Performance Feedback on Outcomes of Teacher-Student Dyads in
   Inclusive Classrooms
SO EDUCATIONAL SCIENCES-THEORY & PRACTICE
LA English
DT Article
DE Inclusion; Performance feedback; Classroom management strategies; Social
   comparison; Single subject designs
ID GENERAL-EDUCATION SETTINGS; FOLLOW-UP STRATEGIES; LEARNING-DISABILITIES;
   IMPLEMENTATION; BEHAVIOR; CONSULTATION; PRAISE; ACCEPTABILITY;
   ADOLESCENTS; INTEGRITY
AB Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods such as consulting to increase the effectiveness of these programs have been suggested. One of these methods is performance feedback which can desirably change teacher behaviors and offer teachers opportunities to experience applying these newly learned methods in their classrooms. The purpose of this study is to examine the effectiveness of performance feedback (PF) which was given daily to teachers following their training in classroom management strategies on the outcome of teacher-student dyads. This study was conducted using three teachers working in mainstreaming classes and their students with special needs. A single-subject design, the multiple-probe design with probe conditions across subjects, and the one group pretest/post-test design were used to complete the research goal. As a result, performance feedback was found to have positive effects on teacher-use of target classroom management skills (individualization, transitions, and reinforcement). It was seen that intervention increased the preventive classroom management skills and classroom behaviors of teachers. Regarding the outcome for the children, the intervention program increased academic engagement and positive behaviors, while decreasing negative behaviors. Teacher opinions related to the performance feedback intervention were generally positive. Finally, social comparison data indicated that the intervention was socially valid, and by the end of the study the students who were participants in the research displayed more positive behaviors and less negative behaviors than the social comparison groups.
C1 [Akalin, Selma; Sucuoglu, Bulbin] Ankara Univ, Fac Educ Sci, Dept Special Educ, TR-06590 Ankara, Turkey.
C3 Ankara University
RP Akalin, S (corresponding author), Ankara Univ, Fac Educ Sci, Dept Special Educ, TR-06590 Ankara, Turkey.
EM akalinselma@gmail.com; nimetbulbin@gmail.com
RI AKALIN, SELMA/E-7640-2018
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NR 77
TC 26
Z9 60
U1 3
U2 53
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
   ISTANBUL, 81190, TURKEY
SN 1303-0485
EI 2148-7561
J9 EDUC SCI-THEOR PRACT
JI Educ. Sci.-Theory Pract.
PD JUN
PY 2015
VL 15
IS 3
BP 739
EP 758
DI 10.12738/estp.2015.3.2543
PG 20
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA CI2VK
UT WOS:000354605300014
OA Bronze
DA 2024-07-15
ER

PT J
AU Kulturel-Konak, S
AF Kulturel-Konak, Sadan
TI Person-centered analysis of factors related to STEM students' global
   awareness
SO INTERNATIONAL JOURNAL OF STEM EDUCATION
LA English
DT Article
DE Twenty-first century skills; Assessment; Globalization; Factors; STEM
   education; Undergraduate; Interest; Knowledge; Strategic processing;
   Mixed-methods
ID CROSS-CULTURAL COMPETENCE; ENGINEERING STUDENTS; KNOWLEDGE; SENSITIVITY;
   OUTCOMES; SKILLS; MODEL
AB Background Twenty-first century communication has changed how we connect to the rest of the world. Therefore, it requires the preparation of undergraduate science, technology, engineering, and mathematics (STEM) students who are capable of coping with problems on a global scale and who can participate effectively in a global economic and civic environment. Breathtaking ability to send vast amounts of data instantly and at times globally often translates to graduates entering the workforce needing to be aware of the global community. Hence, in this study, factors related to engineering students' global awareness have been explored so that higher education institutions may consider those factors when designing programs meant to influence this competence. The current study used a validated new instrument, based on a developmental model-the Model of Domain Learning (MDL)-to gauge engineering students' growth in global awareness. The presented research is studying the following research question:What is the relation between students' curricular and co-curricular experiences and levels of global awareness classified using MDL? Results Person-centered analyses were used to answer the research question. Four hundred twenty-five engineering students, who enrolled in 18 different engineering programs in a US land-grant university, participated in this study. The study found that engineering students' engagement in extra-curricular activities was correlated with an increase of their knowledge, strategic processing, and interest in the domain of global awareness. Conclusions Based on the data analysis, students' international experiences were positively related to not only their interest and knowledge but also their strategic processing predicted by the MDL. Moreover, engineering students' international experience and high academic engagement are important variables related to their perception of increased global awareness and improved skills for international careers. Hence, higher education institutions should consider making pedagogical interventions in their programs to effectively embed international experience into students' curriculum.
C1 [Kulturel-Konak, Sadan] Penn State Univ Berks, Management Informat Syst, Tulpehocken Rd POB 7009, Reading, PA 19610 USA.
C3 Pennsylvania Commonwealth System of Higher Education (PCSHE);
   Pennsylvania State University
RP Kulturel-Konak, S (corresponding author), Penn State Univ Berks, Management Informat Syst, Tulpehocken Rd POB 7009, Reading, PA 19610 USA.
EM sadan@psu.edu
FU National Science Foundation (NSF) [DUE-1141001]
FX NSF Disclaimer: Elements of this paper were supported by the National
   Science Foundation (NSF) grant DUE-1141001. Any opinions and findings
   expressed in this material are of the author and do not necessarily
   reflect the views of NSF.
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TC 6
Z9 6
U1 5
U2 33
PU SPRINGER
PI NEW YORK
PA ONE NEW YORK PLAZA, SUITE 4600, NEW YORK, NY, UNITED STATES
SN 2196-7822
J9 INT J STEM EDUC
JI Int. J. STEM Educ.
PD AUG 5
PY 2020
VL 7
IS 1
AR 40
DI 10.1186/s40594-020-00239-y
PG 14
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA MU9KA
UT WOS:000555983000001
OA gold
DA 2024-07-15
ER

PT J
AU Jian, Z
AF Jian, Zhang
TI Sustainable Engagement and Academic Achievement Under Impact of Academic
   Self-Efficacy Through Mediation of Learning Agility-Evidence From Music
   Education Students
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE sustainable performance; learning agility; self-efficacy; academic
   achievement; motivation
ID PERFORMANCE
AB The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students' academic engagement and achievement.
C1 [Jian, Zhang] Henan Univ Econ & Law, Coll Fine Arts, Zhengzhou, Peoples R China.
C3 Henan University of Economics & Law
RP Jian, Z (corresponding author), Henan Univ Econ & Law, Coll Fine Arts, Zhengzhou, Peoples R China.
EM zhangjian2925@163.com
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NR 64
TC 8
Z9 8
U1 9
U2 32
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 14
PY 2022
VL 13
AR 899706
DI 10.3389/fpsyg.2022.899706
PG 14
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 2L6XV
UT WOS:000817163000001
PM 35774941
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Heinz, AJ
   Wiltsey-Stirman, S
   Jaworski, BK
   Sharin, T
   Rhodes, L
   Steinmetz, S
   Taylor, K
   Gorman, B
   Mason, D
   Marikos, S
   McGovern, M
AF Heinz, Adrienne J.
   Wiltsey-Stirman, Shannon
   Jaworski, Beth K.
   Sharin, Theresa
   Rhodes, Lori
   Steinmetz, Sarah
   Taylor, Kathrine
   Gorman, Bernard
   Mason, Debbie
   Marikos, Sarah
   McGovern, Mark
TI Feasibility and Preliminary Efficacy of a Public Mobile App to Reduce
   Symptoms of Postdisaster Distress in Adolescent Wildfire Survivors:
   Sonoma Rises
SO PSYCHOLOGICAL SERVICES
LA English
DT Article
DE adolescent; mobile app; digital health; disaster; trauma
ID POSTTRAUMATIC-STRESS-DISORDER; MENTAL-HEALTH INTERVENTIONS; INSOMNIA
   SEVERITY INDEX; CHILDREN; VALIDITY; METAANALYSIS; VALIDATION; ANXIETY;
   SCALE
AB Impact Statement In October of 2017, Sonoma County, California, experienced devastating and historic wildfires and subsequent community trauma. This manuscript details the development, dissemination, and evaluation of a public mobile mental health app for wildfire survivors. Lessons learned are offered to contribute to the science and practice of using digital tools to conduct disaster mental health outreach and research.
   In October 2017, Northern California experienced devastating and historic wildfires leaving the community in need of support to foster emotional resilience during the recovery process. Adolescents represent a particularly vulnerable population in the wake of disaster, and digital mental health interventions may hold promise for reaching teens at scale. The present study examined the feasibility and efficacy of a mobile mental health app for disaster, Sonoma Rises. A multiple-baseline single-case experimental design (SCED) utilizing a research-enabled version of the app was employed with seven adolescents who experienced significant damage to their homes and schools in the wildfires. Participants completed daily mood ratings, weekly measures of posttraumatic stress symptoms, internalizing and externalizing symptoms, psychosocial functioning, and then pre-post-measures of anxiety, depression, wellbeing, sleep, academic engagement, and perceived social support as well as quantitative and qualitative measures of intervention satisfaction and feasibility. Sonoma Rises was found to be feasible in terms of engagement, satisfaction, and likelihood of recommending to a friend. During the study, another wildfire occurred and all participants underwent a prolonged mandated evacuation and were subject to a series of extended power outages. Uptake of the publicly available version of the Sonoma Rises app among the general population was modest but engagement among users was sustained. Lessons learned are offered to contribute to the science and practice of building, disseminating, and implementing digital tools to conduct more equitable disaster mental health outreach and research.
C1 [Heinz, Adrienne J.; Wiltsey-Stirman, Shannon; Jaworski, Beth K.; Steinmetz, Sarah; Taylor, Kathrine] VA Natl Ctr Posttraumat Stress Disorder, J Heinz Disseminat & Training Div, Palo Alto Vet Affairs Hlth Care Syst, 795 Willow RD MPD152, Menlo Pk, CA 94025 USA.
   [Heinz, Adrienne J.; Wiltsey-Stirman, Shannon; Sharin, Theresa; McGovern, Mark] Stanford Univ, Dept Psychiat & Behav Sci, Stanford, CA 94305 USA.
   [Rhodes, Lori] Sonoma State Univ, Dept Educ Leadership, Rohnert Pk, CA 94928 USA.
   [Gorman, Bernard] Adelphi Univ, Derner Sch Psychol, Garden City, NY 21402 USA.
   [Mason, Debbie; Marikos, Sarah] Healthcare Fdn Northern Sonoma Cty, Healdsburg, CA USA.
   [Mason, Debbie] Tidewell Fdn, Sarasota, FL USA.
   [Marikos, Sarah] ACE Resource Network, Laguna Hills, CA USA.
C3 Stanford University; California State University System; Sonoma State
   University; Adelphi University
RP Heinz, AJ (corresponding author), VA Natl Ctr Posttraumat Stress Disorder, J Heinz Disseminat & Training Div, Palo Alto Vet Affairs Hlth Care Syst, 795 Willow RD MPD152, Menlo Pk, CA 94025 USA.
EM adrienne@dradrienneheinz.com
RI Gorman, Bernard/HLH-8029-2023
OI Taylor, Katherine/0000-0002-8319-0027; McGovern,
   Mark/0000-0002-9736-573X; Wiltsey Stirman, Shannon/0000-0001-9917-5078;
   Marikos, Sarah/0000-0002-3568-5172
FU Health Care Foundation Northern Sonoma County; Stanford School of
   Medicine Research Office; National Center for Research Resources,
   National Institutes of Health [UL1 TR001085]; National Center for
   Advancing Translational Sciences, National Institutes of Health [UL1
   TR001085]
FX This research was conducted with the support of a grant awarded to
   National Center for Research Resources Stanford University by the Health
   Care Foundation Northern Sonoma County. The Stanford REDCap data
   collection platform employed in this study is developed and operated by
   Stanford Medicine Research IT team. The REDCap platform services at
   Stanford are subsidized by (a) Stanford School of Medicine Research
   Office and (b) the National Center for Research Resources and the
   National Center for Advancing Translational Sciences, National
   Institutes of Health, through grant UL1 TR001085.. The expressed views
   are those of the authors and do not necessarily represent those of the
   VA. The authors express tremendous gratitude to Alex Reed, Mehret
   Assefa, PhD, and Maggie Berkemeyer, BA, for their important roles in
   executing this project. Finally, we thank Mayra Gomez Padua, PhD, and
   Martha Hernandez, PhD, for their assistance with the Spanish translation
   of research and clinical materials.
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NR 54
TC 5
Z9 5
U1 4
U2 23
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1541-1559
EI 1939-148X
J9 PSYCHOL SERV
JI Psychol. Serv.
PY 2022
VL 19
SU 2
SI SI
BP 67
EP 79
DI 10.1037/ser0000576
EA NOV 2021
PG 13
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA IQ9Q9
UT WOS:000733335700001
PM 34780209
DA 2024-07-15
ER

PT J
AU Atkins, MS
   Shernoff, ES
   Frazier, SL
   Schoenwald, SK
   Cappella, E
   Marinez-Lora, A
   Mehta, TG
   Lakind, D
   Cua, G
   Bhaumik, R
   Bhaumik, D
AF Atkins, Marc S.
   Shernoff, Elisa S.
   Frazier, Stacy L.
   Schoenwald, Sonja K.
   Cappella, Elise
   Marinez-Lora, Ane
   Mehta, Tara G.
   Lakind, Davielle
   Cua, Grace
   Bhaumik, Runa
   Bhaumik, Dulal
TI Redesigning Community Mental Health Services for Urban Children:
   Supporting Schooling to Promote Mental Health
SO JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY
LA English
DT Article
DE school-based mental health; disruptive behavior disorder; urban
   communities; key opinion leaders; public health
ID GOOD BEHAVIOR GAME; DISRUPTIVE BEHAVIOR; LOW-INCOME; FAMILY SUPPORT;
   TEACHER; PROGRAMS; YOUTH; PSYCHOPATHOLOGY; OPPORTUNITIES; INTERVENTION
AB Objective: This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Method: Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children's learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 teachers, 171 children) in a 2 (Links to Learning vs. services as usual) x 6 (pre- and posttests for 3 years) longitudinal design with random assignment of schools to conditions. Services as usual consisted of supported referral to a nearby social service agency. Results: Mixed effects regression models indicated significant positive effects of Links to Learning on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-groups effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum-based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusion: Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high-poverty urban communities.
C1 [Atkins, Marc S.; Shernoff, Elisa S.; Frazier, Stacy L.; Marinez-Lora, Ane; Mehta, Tara G.; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal] Univ Illinois, Dept Psychiat, Chicago, IL USA.
   [Schoenwald, Sonja K.] Med Univ S Carolina, Dept Psychiat, Charleston, SC USA.
   [Cappella, Elise] NYU, Dept Appl Psychol, New York, NY 10003 USA.
C3 University of Illinois System; University of Illinois Chicago;
   University of Illinois Chicago Hospital; Medical University of South
   Carolina; New York University
RP Atkins, MS (corresponding author), Inst Juvenile Res, 1747 West Roosevelt Rd,Room 155, Chicago, IL 60608 USA.
EM atkins@uic.edu
RI Lakind, Davielle/Y-9258-2019; Shernoff, Elisa/H-3235-2018
OI Frazier, Stacy/0000-0003-0335-5678; Shernoff, Elisa/0000-0002-7649-118X;
   Marinez-Lora, Ane/0000-0002-8774-6774
FU National Institute of Mental Health [R21MH067361, R01MH073749,
   P20MH078458]
FX This research was conducted with support from National Institute of
   Mental Health Grants R21MH067361, R01MH073749, and P20MH078458 (Marc S.
   Atkins, PI).
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NR 75
TC 49
Z9 66
U1 6
U2 57
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-006X
EI 1939-2117
J9 J CONSULT CLIN PSYCH
JI J. Consult. Clin. Psychol.
PD OCT
PY 2015
VL 83
IS 5
BP 839
EP 852
DI 10.1037/a0039661
PG 14
WC Psychology, Clinical
WE Social Science Citation Index (SSCI)
SC Psychology
GA CR3IS
UT WOS:000361226400001
PM 26302252
OA Green Submitted, Green Accepted, hybrid
DA 2024-07-15
ER

PT J
AU Balikoowa, R
   Ojiambo, D
   Emuron, L
   Siu, G
   Mbabazi-Mpyangu, C
   Kikooma, JF
   Mugambwa, J
   Nuwagaba, RD
   Baluku, MM
   Onen, D
AF Balikoowa, Richard
   Ojiambo, Deborah
   Emuron, Lydia
   Siu, Godfrey
   Mbabazi-Mpyangu, Christine
   Kikooma, Julius Fred
   Mugambwa, Joshua
   Nuwagaba, Rachael Daphine
   Baluku, Martin M.
   Onen, David
TI Children's lived experience and perceptions of community members'
   influence on their schooling: a study in Uganda
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE qualitative; students' perceptions; primary school; community
   engagement; Africa
ID UNIVERSAL PRIMARY-EDUCATION; PARENTAL INVOLVEMENT; SECONDARY-EDUCATION;
   FAMILY; AFRICA; ATTAINMENT; ENROLLMENT; LESSONS; POLICY; COSTS
AB IntroductionGlobal and national initiatives have successfully increased access to public education in low- and middle-income countries. However, many students in rural regions in these countries have high rates of absenteeism and drop-out, and low levels of academic engagement. Together, these significantly limit children's academic performance and achievement. One strategy that addresses these barriers seeks to engage members of the wider local community in schools. Most previous research focuses on adults' perspectives even though the potential benefit of community engagement is greatest when learners perceive it to be positive. Past research has also focused on community members structured engagement in activities within schools. This research provides a wider exploration of children's lived experience and perceptions concerning community members' influence on their schooling and learning. The aim was to gain a rich picture of how primary school students in rural Uganda perceive that community members' behavior helps or hinders their education. MethodsQualitative data from students 10 to 13 years of age were collected through individual interviews that used the draw-and-talk technique (n = 20) and four focus group discussions. ResultsSeven broad categories of community members' actions were perceived to be positive (conflict resolution; supporting students' physical well-being; encouraging learning and positive behavior; reducing truancy; providing food and financial support; collective community work; and political representation). Four categories of community members' actions were perceived to have a negative influence (creating barriers to attending school; noise and other distractions; insecurity; and theft and vandalism). DiscussionWe conclude that carefully structured community involvement in schooling may improve the emotional and material support that facilitates students' continued school attendance and their motivation for learning. However, we also identify some limits on the role that local communities may be able to play in overcoming the challenges facing education in low- and middle-income countries.
C1 [Balikoowa, Richard; Ojiambo, Deborah; Kikooma, Julius Fred; Nuwagaba, Rachael Daphine; Baluku, Martin M.] Makerere Univ, Coll Humanities & Social Sci, Sch Psychol, Dept Educ Social & Org Psychol, Kampala, Uganda.
   [Emuron, Lydia] Kampala Int Univ, Directorate Higher Degrees, Kampala, Uganda.
   [Siu, Godfrey] Makerere Univ, Coll Hlth Sci, Sch Publ Hlth, Kampala, Uganda.
   [Mbabazi-Mpyangu, Christine] Makerere Univ, Coll Humanities & Social Sci, Sch Liberal & Performing Arts, Dept Religious Studies, Kampala, Uganda.
   [Kikooma, Julius Fred] Makerere Univ, Directorate Res & Grad Training, Kampala, Uganda.
   [Mugambwa, Joshua] Makerere Univ, Fac Management, Business Sch, Kampala, Uganda.
   [Onen, David] Makerere Univ, East African Sch Higher & Dev, Kampala, Uganda.
C3 Makerere University; Makerere University; Makerere University; Makerere
   University; Makerere University; Makerere University
RP Balikoowa, R (corresponding author), Makerere Univ, Coll Humanities & Social Sci, Sch Psychol, Dept Educ Social & Org Psychol, Kampala, Uganda.
EM richardbalikoowa64@gmail.com
RI Baluku, Martin Mabunda/M-2507-2017
OI Baluku, Martin Mabunda/0000-0002-7843-9203
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NR 109
TC 0
Z9 0
U1 1
U2 7
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUL 19
PY 2023
VL 14
AR 1045737
DI 10.3389/fpsyg.2023.1045737
PG 11
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA N7ZS7
UT WOS:001039155600001
PM 37539008
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Park, K
   Moon, S
   Oh, J
AF Park, Kyongok
   Moon, SeolHwa
   Oh, Juyeon
TI Predictors of academic achievement in distance learning for nursing
   students
SO NURSE EDUCATION TODAY
LA English
DT Article
DE Distance learning; Self-regulated learning; Learning flow; Engagement;
   Academic stress
ID EDUCATION; FLOW; PERSPECTIVES; SATISFACTION; STRATEGIES; SUPPORT; TOOLS;
   MODEL
AB Background: Distance learning (DL) is no longer simply an alternative method in the new educational environment induced by COVID-19. The ability of learners to control the learning process is becoming an essential prerequisite for DL because learners are physically separated from their instructors. Therefore, it is necessary to understand the factors influencing DL and investigate the appropriate learning strategy.
   Objectives: This study aimed to identify the relationships between academic achievement and the factors influencing DL.
   Design: This study adopted a cross-sectional design.
   Setting: This study was conducted in nursing colleges in Korea.
   Participants: Two hundred and one undergraduate nursing students in Korea participated in this study.
   Methods: An online survey of academic achievement, self-regulated learning (SRL), learning flow, engagement, academic stress, and grade point average was conducted using Google Surveys on December 22 and 23, 2020 at four nursing colleges. A hierarchical multiple linear regression model was conducted to identify the predictors of academic achievement. Age and sex were included in the regression model in the first step. Then, learning flow and engagement were included in the second step, and SRL was included in the final step.
   Results: Learning flow (beta = 0.37, p < .001), engagement (beta = 0.23, p = .001), and SRL (beta = 0.22 p = .003) explained 49.5% of the variance in academic achievement (Adj R-2 = 0.50, F = 40.21, p < .001). After controlling for sex, age, flow state, and engagement in learning, SRL explained an additional 2% of the variance in academic achievement (R-2 change = 0.02, p = .003).
   Conclusions: The development of learning strategies, including SRL ability, learning flow and engagement in DL, contributes not only to students achieving high academic competency but also to educating students about perceptions of their 'future possible self'.
C1 [Park, Kyongok] Gangneung Wonju Natl Univ, Dept Nursing, Wonju, South Korea.
   [Moon, SeolHwa] Hanyang Univ, Coll Nursing, Seoul, South Korea.
   [Oh, Juyeon] Dankook Univ, Coll Nursing, Cheonan Si, South Korea.
C3 Kangnung Wonju National University; Hanyang University; Dankook
   University
RP Oh, J (corresponding author), Dankook Univ, Coll Nursing, Cheonan Si, South Korea.
EM ohjy@dankook.ac.kr
OI Moon, SeolHwa/0000-0002-8270-4524
CR Abdullaev A.A, 2020, J CRIT REV, V7, P337, DOI [10.31838/jcr.07.11.57, DOI 10.31838/JCR.07.11.57]
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NR 49
TC 15
Z9 15
U1 4
U2 35
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
EI 1532-2793
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD JAN
PY 2022
VL 108
AR 105162
DI 10.1016/j.nedt.2021.105162
PG 7
WC Education, Scientific Disciplines; Nursing
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Nursing
GA XG7HN
UT WOS:000724919500026
PM 34624695
DA 2024-07-15
ER

PT J
AU Rousseau, C
   Beauregard, C
   Daignault, K
   Petrakos, H
   Thombs, BD
   Steele, R
   Vasiliadis, HM
   Hechtman, L
AF Rousseau, Cecile
   Beauregard, Caroline
   Daignault, Katherine
   Petrakos, Harriet
   Thombs, Brett D.
   Steele, Russell
   Vasiliadis, Helen-Maria
   Hechtman, Lily
TI A Cluster Randomized-Controlled Trial of a Classroom-Based Drama
   Workshop Program to Improve Mental Health Outcomes among Immigrant and
   Refugee Youth in Special Classes
SO PLOS ONE
LA English
DT Article
ID SELF-CONTAINED CLASSROOMS; DIFFICULTIES QUESTIONNAIRE; PSYCHOMETRIC
   PROPERTIES; ACADEMIC ENGAGEMENT; CHILDREN; INTERVENTION; STRENGTHS;
   STUDENTS; SCHOOLS; ADOLESCENTS
AB Objectives: The aim of this cluster randomized trial was to evaluate the effectiveness of a school-based theatre intervention program for immigrant and refugee youth in special classes for improving mental health and academic outcomes. The primary hypothesis was that students in the theatre intervention group would report a greater reduction in impairment from symptoms compared to students in the control and tutoring groups.
   Methods: Special classrooms in five multiethnic high schools were randomly assigned to theater intervention (n = 10), tutoring (n = 10) or control status (n = 9), for a total of 477 participants. Students and teachers were non-blinded to group assignment. The primary outcome was impairment from emotional and behavioural symptoms assessed by the Impact Supplement of the Strengths and Difficulties Questionnaire (SDQ) completed by the adolescents. The secondary outcomes were the SDQ global scores (teacher and youth reports), impairment assessed by teachers and school performance. The effect of the interventions was assessed through linear mixed effect models which incorporate the correlation between students in the same class, due to the nature of the randomization of the interventions by classroom.
   Results: The theatre intervention was not associated with a greater reduction in self-reported impairment and symptoms in youth placed in special class because of learning, emotional and behavioural difficulties than a tutoring intervention or a non-active control group. The estimates of the different models show a non-significant decrease in both self-reported and impairment scores in the theatre intervention group for the overall group, but the impairment score decreased significantly for first generation adolescents while it increased for second generation adolescents.
   Conclusion: The difference between the population of immigrant and refugee youth newcomers studied previously and the sample of this trial may explain some of the differences in the observed impact of the theatre intervention.
C1 [Rousseau, Cecile] McGill Univ, Div Social & Cultural Psychiat, Montreal, PQ, Canada.
   [Beauregard, Caroline] Univ Montreal, Dept Educ Psychol & Adult Educ, Montreal, PQ, Canada.
   [Daignault, Katherine; Steele, Russell] McGill Univ, Dept Math & Stat, Montreal, PQ, Canada.
   [Petrakos, Harriet] Concordia Univ, Dept Educ, Montreal, PQ, Canada.
   [Thombs, Brett D.] McGill Univ, Dept Psychiat, Lady Davis Inst Med Res, Montreal, PQ, Canada.
   [Vasiliadis, Helen-Maria] Univ Sherbrooke, Dept Community Hlth Sci, Sherbrooke, PQ J1K 2R1, Canada.
   [Hechtman, Lily] McGill Univ, Div Child Psychiat, Montreal, PQ, Canada.
C3 McGill University; Universite de Montreal; McGill University; Concordia
   University - Canada; Lady Davis Institute; McGill University; University
   of Sherbrooke; McGill University
RP Rousseau, C (corresponding author), McGill Univ, Div Social & Cultural Psychiat, Montreal, PQ, Canada.
EM cecile.rousseau@mcgill.ca
RI Vasiliadis, Helen-Maria/JXY-5848-2024; Beauregard,
   Caroline/HSG-3968-2023; Steele, Russell J/G-6926-2017
OI Beauregard, Caroline/0000-0002-0917-9102; 
FU Canadian Institute for Health Research [IRSC-229984]
FX This research was funded by a grant from the Canadian Institute for
   Health Research, No. IRSC-229984. The funder had no role in study
   design, data collection and analysis, decision to publish, or
   preparation of the manuscript.
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NR 38
TC 25
Z9 29
U1 0
U2 45
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD AUG 15
PY 2014
VL 9
IS 8
AR e104704
DI 10.1371/journal.pone.0104704
PG 9
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA AN8UD
UT WOS:000340879300044
PM 25127251
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Burns, EC
   Martin, AJ
   Collie, RJ
AF Burns, Emma C.
   Martin, Andrew J.
   Collie, Rebecca J.
TI Adaptability, personal best (PB) goals setting, and gains in students'
   academic outcomes: A longitudinal examination from a social cognitive
   perspective
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Social cognitive theory; Adaptability; Goals; Engagement; Achievement
ID OF-FIT INDEXES; SELF-EFFICACY; HIGH-SCHOOL; INTERPERSONAL RELATIONSHIPS;
   LIFE-SPAN; ADOLESCENTS PERCEPTIONS; ACHIEVEMENT-MOTIVATION; AUTONOMY
   SUPPORT; TASK-VALUE; ENGAGEMENT
AB The present investigation examines how two novel constructs, adaptability (for self-regulation) and PB goal setting (for goal setting), operate alongside the more "traditional" constructs of the triadic model of social cognitive theory (SCT; Bandura, 1986) to predict students' academic gains over time. Given that the triadic model highlights the importance of self-regulation and goal setting in human motivation, it is important to revisit classic models (such as SCT) to ascertain the role and validity of these new and relevant constructs in seminal conceptualizing. A longitudinal process model explored the extent to which: social support from parents, peers, and teachers (environmental factors) predicted gains in students' self-efficacy, perceived control, adaptability, and PB goal setting (personal factors); self-efficacy, perceived control, and adaptability predicted growth in students' PB goal setting; and, PB goal setting predicted academic growth in engagement and achievement (behavioral factors). Data were collected via survey one year apart across the 2014 and 2015 academic years from N = 1481 students in nine Australian high schools. Longitudinal structural equation modelling indicated that parent, peer, and teacher social support significantly predicted gains in adaptability and self-efficacy; adaptability, self-efficacy, and teacher support significantly predicted gains in PB goal setting; and PB goal setting significantly predicted gains in both academic engagement and achievement. These findings extend and augment previous work by providing support for the positive role adaptability and PB goal setting play in student academic functioning over time. Similarly, this investigation confirms the viability of including adaptability and PB goal setting within SCT's triadic model and provides evidence for their impact within the larger psycho-educational terrain.
C1 [Burns, Emma C.; Martin, Andrew J.; Collie, Rebecca J.] Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
C3 University of New South Wales Sydney
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM andrew.martin@unsw.edu.au
RI Burns, Emma/KHT-9036-2024
OI Martin, Andrew/0000-0001-5504-392X; Burns, Emma C/0000-0001-6323-1816
FU Australian Research Council [DP140104294]
FX This study was funded by the Australian Research Council (Grant
   #DP140104294).
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NR 106
TC 67
Z9 87
U1 5
U2 42
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD APR
PY 2018
VL 53
BP 57
EP 72
DI 10.1016/j.cedpsych.2018.02.001
PG 16
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GK1OX
UT WOS:000435889200005
DA 2024-07-15
ER

PT J
AU Kilgus, SP
   Van Wie, MP
   Sinclair, JS
   Riley-Tillman, TC
   Herman, KC
AF Kilgus, Stephen P.
   Van Wie, Michael P.
   Sinclair, James S.
   Riley-Tillman, T. Chris
   Herman, Keith C.
TI Developing a Direct Rating Behavior Scale for Depression in Middle
   School Students
SO SCHOOL PSYCHOLOGY
LA English
DT Article
DE universal screening; direct behavior rating; behavioral assessment
ID MENTAL-HEALTH; ADOLESCENT DEPRESSION; CONCURRENT VALIDITY;
   SPECIAL-EDUCATION; INTERVENTION; RISK; SENSITIVITY; PREVALENCE;
   DISORDERS; CHILDREN
AB Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of "academic engagement" and "disruptive behavior" for a range of purposes, including universal screening and progress monitoring. Though useful in evaluating social behavior and externalizing problems, these targets have limited utility in evaluating emotional behavior and internalizing problems. Thus, the primary purpose of this study was to support the initial development and validation of a novel DBR-SIS target of "unhappy," which was intended to tap into the specific construct of depression. A particular focus of this study was on the novel target's utility within universal screening. A secondary purpose was to further validate the aforementioned existing DBR-SIS targets. Within this study, 87 teachers rated 1,227 students across two measures (i.e., DBR-SIS and the Teacher Observation of Classroom Adaptation-Checklist [TOCA-C]) and time points (i.e., fall and spring). Correlational analyses supported the test-retest reliability of each DBR-SIS target, as well as its convergent and discriminant validity across concurrent and predictive comparisons. Receiver operating characteristic (ROC) curve analyses further supported (a) the overall diagnostic accuracy of each target (as indicated by the area under the curve [AUC] statistic), as well as (b) the selection of cut scores found to accurately differentiate at-risk and not at-risk students (as indicated by conditional probability statistics). A broader review of findings suggested that across the majority of analyses, the existing DBR-SIS targets outperformed the novel "unhappy" target.
   Impact and Implications
   Research suggests that although many students exhibit within internalizing concerns, schools struggle to identify them in a timely manner. The results of the study indicate how the Direct Behavior Rating Single-Item Scales (DBR-SIS) can be used to identify students exhibiting such concerns.
C1 [Kilgus, Stephen P.; Van Wie, Michael P.; Sinclair, James S.; Riley-Tillman, T. Chris; Herman, Keith C.] Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
C3 University of Missouri System; University of Missouri Columbia
RP Kilgus, SP (corresponding author), Univ Missouri, Dept Educ Sch & Counseling Psychol, 16 Hill Hall, Columbia, MO 65211 USA.
EM kilguss@missouri.edu
OI Kilgus, Stephen/0000-0003-0218-1004; Riley-Tillman,
   Timothy/0000-0001-7057-0429
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NR 53
TC 5
Z9 8
U1 1
U2 6
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 2578-4218
EI 2578-4226
J9 SCHOOL PSYCHOL
JI School Psychol.
PD JAN
PY 2019
VL 34
IS 1
BP 86
EP 95
DI 10.1037/spq0000263
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA HN8JM
UT WOS:000460441100009
PM 29911877
DA 2024-07-15
ER

PT J
AU Davidson, B
   Gillies, RA
   Pelletier, AL
AF Davidson, Bernard
   Gillies, Ralph A.
   Pelletier, Allen L.
TI Introversion and Medical Student Education: Challenges for Both Students
   and Educators
SO TEACHING AND LEARNING IN MEDICINE
LA English
DT Article
DE qualitative; student characteristics; student health; personality;
   assessment
ID NEO-PI-R; 5-FACTOR MODEL; PERSONALITY; EXTRAVERSION; PERFORMANCE;
   STRESS; SCALES; WORK
AB Issue: Introversion is one of the personality factors that has been shown to be associated with performance in medical school. Prior cross-sectional studies highlight performance evaluation differences between introverted and extraverted medical students, though the mechanisms and implications of these differences remain relatively unexplained and understudied. This gap in the literature has become more salient as medical schools are employing more interactive learning strategies into their curricula which may disproportionately challenge introverted learners. Evidence: In this article, we provide an overview and working definition of introversion as a valid construct occurring on a continuum. We apply a goodness of fit model to explore how various medical training contexts may be more or less challenging for introverted students and the potential consequences of a poor fit. As preliminary support for these hypothesized challenges, we share observations from students self-identified as introverts. Examples include introverted students feeling at times like misfits, questioning a need to change their identity to succeed in medical school, and being judged as underperformers. We offer pragmatic suggestions for improving the fit between introverted students and their training contexts, such as teachers and students pausing between a question being asked and the initial response being offered and teachers differentiating between anxious and introverted behaviors. We conclude with suggested areas for future qualitative and quantitative research to examine how medical school curricula and the teaching environment may be differentially impacting the learning and health of introverted and extraverted students. Implications: Extraverted behaviors will continue to be an important part of medical training and practice, but the merits of introverted behaviors warrant further consideration as both medical training and practice evolve. Educators who make manageable adjustments to current teaching practices can improve the learning for both introverted and extraverted styles of academic engagement.
C1 [Davidson, Bernard] Georgia Regents Univ, Dept Psychiat & Hlth Behav, Augusta, GA 30912 USA.
   [Gillies, Ralph A.; Pelletier, Allen L.] Georgia Regents Univ, Dept Family Med, Augusta, GA 30912 USA.
C3 University System of Georgia; Augusta University; University System of
   Georgia; Augusta University
RP Gillies, RA (corresponding author), Georgia Regents Univ, Dept Family Med, HB 3041, Augusta, GA 30912 USA.
EM rgillies@gru.edu
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NR 41
TC 31
Z9 38
U1 2
U2 57
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1040-1334
EI 1532-8015
J9 TEACH LEARN MED
JI Teach. Learn. Med.
PD JAN 2
PY 2015
VL 27
IS 1
BP 99
EP 104
DI 10.1080/10401334.2014.979183
PG 6
WC Education, Scientific Disciplines; Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research; Health Care Sciences & Services
GA AY6TA
UT WOS:000347697200013
PM 25584478
DA 2024-07-15
ER

PT J
AU Ketonen, EE
   Hotulainen, R
AF Ketonen, Elina E.
   Hotulainen, Risto
TI Development of low-stakes mathematics and literacy test scores during
   lower secondary school - A multilevel pattern-centered analysis of
   student and classroom differences
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Classroom effect; Low-stakes assessment; Longitudinal study; Multilevel
   model; Pattem-centered analysis
ID LATENT CLASS ANALYSIS; TEACHER EXPECTATIONS; ACADEMIC ENGAGEMENT;
   ACHIEVEMENT; PEER; CLIMATE; BELIEFS; LEVEL; TRAJECTORIES; COMPONENTS
AB The development of students' learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students' academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students' achievement patterns, that is, on the development of students' low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students' low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students' test scores. These results suggest that classroom context is associated with students' achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning.
C1 [Ketonen, Elina E.; Hotulainen, Risto] Univ Helsinki, Fac Educ Sci, Ctr Educ Assessment, Helsinki, Finland.
C3 University of Helsinki
RP Ketonen, EE (corresponding author), Univ Helsinki, Fac Educ Sci, POB 9, FIN-00014 Helsinki, Finland.
EM elina.e.ketonen@helsinki.fi
RI Ketonen, Elina/H-3353-2013
OI Ketonen, Elina E./0000-0002-9831-2023; Hotulainen,
   Risto/0000-0002-2198-4040
FU Academy of Finland project "Redefining adolescent learning: A
   multi-level longitudinal cohort study of adolescent learning, health,
   and well-being in educational transitions in Finland" [288208]; Faculty
   of Educational Sciences, University of Helsinki; Department of Education
   at the University of Oxford; Academy of Finland (AKA) [288208] Funding
   Source: Academy of Finland (AKA)
FX This study was supported by the Academy of Finland project "Redefining
   adolescent learning: A multi-level longitudinal cohort study of
   adolescent learning, health, and well-being in educational transitions
   in Finland" (288208). Elina E. Ketonen would like to thank the Faculty
   of Educational Sciences, University of Helsinki, for her mobility
   funding and to express her gratitude to the Department of Education at
   the University of Oxford for hosting her during her Fellowship at
   Oxford.
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NR 84
TC 1
Z9 1
U1 0
U2 3
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
EI 1090-2384
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD OCT
PY 2019
VL 59
AR 101793
DI 10.1016/j.cedpsych.2019.101793
PG 13
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA JW8TQ
UT WOS:000503319800009
OA hybrid, Green Published
DA 2024-07-15
ER

PT J
AU Van Houtte, M
   Van Maele, D
AF Van Houtte, Mieke
   Van Maele, Dimitri
TI Students' Sense of Belonging in Technical/Vocational Schools Versus
   Academic Schools: The Mediating Role of Faculty Trust in Students
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID PSYCHOLOGICAL CLIMATE; SECONDARY-SCHOOLS; TRACKING; PERCEPTIONS;
   POLARIZATION; ATTACHMENT; CLASSROOM; CULTURE; CONNECTEDNESS; ACHIEVEMENT
AB Background: Since the late 1960s, research has demonstrated repeatedly that students in lower tracks achieve less as they develop an antischool culture to overcome the status deprivation resulting from being in a lower track. In quantitative large-scale research, this antischool culture is usually assessed using poor academic attitudes or study disengagement because antischool norms disengage students from the learning process. The extent to which students in different tracks feel embedded in their school communities-their sense of school belonging-has rarely been examined, although academic engagement and sense of belonging are related to each other and to achievement.
   Objective: This article examines students' sense of belonging in secondary schools that offer different tracks, and the role played by the faculty's trust in the students.
   Participants: The study is based on data from 3,475 students and 754 teachers in 28 technical/vocational schools and 3,376 students and 461 teachers in 22 academic schools in Flanders, the northern, Dutch-speaking part of Belgium.
   Research Design: Use is made of (stepwise) multilevel analyses (HLM6).
   Results: The analyses show that students in technical/vocational schools have a significant lower sense of belonging than students in academic schools. This association disappears if we take into account faculty trust in students. The association between school type and perceived teacher support, a subdimension of the sense of belonging, is not mediated by faculty trust, but is due to the lower GPA of students in technical/vocational schools.
   Conclusions: The results indicate that teachers play a crucial role in the divergent nature of students' social integration across different types of schools. In terms of strengthening students' connectedness to a technical/vocational school environment, our results indicate that strengthening teachers' level of trust in students could be crucial.
C1 [Van Houtte, Mieke; Van Maele, Dimitri] Univ Ghent, Dept Sociol, Res Grp CuDOS, Ghent, Belgium.
C3 Ghent University
RP Van Houtte, M (corresponding author), Univ Ghent, Dept Sociol, Res Grp CuDOS, Ghent, Belgium.
RI Van Maele, Dimitri/G-2849-2010
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NR 104
TC 36
Z9 42
U1 1
U2 26
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD JUL
PY 2012
VL 114
IS 7
AR 070301
PG 36
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 003EN
UT WOS:000308591100001
DA 2024-07-15
ER

PT J
AU Li, N
   Fu, LX
   Yang, HW
   Zhao, WT
   Wang, XB
   Yan, YC
   Fu, YY
AF Li, Na
   Fu, Linxi
   Yang, Hewen
   Zhao, Wanting
   Wang, Xingbo
   Yan, Yingchun
   Fu, Yangyang
TI The relationship between mobile phone dependence and academic burnout in
   Chinese college students: a moderated mediator model
SO FRONTIERS IN PSYCHIATRY
LA English
DT Article
DE academic burnout; Chinese college students; love; mobile phone
   dependence; study engagement
ID SMARTPHONE ADDICTION; ENGAGEMENT; DEPRESSION; ANXIETY; PERFORMANCE;
   INTERNET; OUTCOMES; SLEEP
AB Objective: The aim of this study was to examine the correlation between the level of mobile phone dependence among college students and their experience of academic burnout. Additionally, the study sought to explore the potential mediating effect of study engagement and the moderating role of love. Methods: During October and December 2023, a cross-sectional study measuring mobile phone dependence, academic burnout, and study engagement among Chinese college students, using the UtrechtWork Engagement Scale-student (UWES-S), College Student Mobile Phone Dependence Questionnaire (CSMPDQ), and Academic Burnout Questionnaire (ABQ). To examine the hypothesis of mediating and moderating effect, SPSS PROCESS was utilized. Results: The predictive effect of mobile phone dependence on academic burnout was significant (beta = 0.410, t = 14.236, p < 0.001), and the predictive effect of mobile phone dependence on academic burnout remained significant when the mediating variable study engagement was introduced (beta = 0.308, t = 10.288, p < 0.001), mobile phone dependence had a significant predictive effect on study engagement (beta = -0.292, t = -11.639, p < 0.001), and study engagement had a significant positive predictive effect on academic burnout (beta = -0.270, t = -9.028, p < 0.001). Love significantly negatively predicted study engagement (beta = -0.564, t = -9.641, p < 0.001); and the interaction term for mobile phone dependence and love was significant (beta = -0.211, t = -3.688, p < 0.001), indicating a significant moderating effect of love between mobile phone dependence and study engagement. Conclusion: Mobile phones among college students has been found to have a direct correlation with academic burnout. It can also indirectly contribute to academic burnout by diminishing levels of academic engagement. This indirect relationship is further influenced by love. These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.
C1 [Li, Na; Fu, Linxi; Yang, Hewen; Zhao, Wanting; Wang, Xingbo; Yan, Yingchun; Fu, Yangyang] Jining Med Univ, Sch Mental Hlth, Jining, Peoples R China.
C3 Jining Medical University
RP Yan, YC; Fu, YY (corresponding author), Jining Med Univ, Sch Mental Hlth, Jining, Peoples R China.
EM 214989529@qq.com; 971141369@qq.com
FU Jining Medical University [6001/600949001]
FX The author(s) declare financial support was received for the research,
   authorship, and/or publication of this article. This research was
   supported by Jining Medical University initial funding for doctoral
   research (Grant No. 6001/600949001). The funders had no role in study
   design, data collection and analysis, decision to publish, or
   preparation of the manuscript.
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NR 56
TC 0
Z9 0
U1 4
U2 4
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-0640
J9 FRONT PSYCHIATRY
JI Front. Psychiatry
PD MAY 17
PY 2024
VL 15
AR 1382264
DI 10.3389/fpsyt.2024.1382264
PG 9
WC Psychiatry
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Psychiatry
GA SQ3R4
UT WOS:001235883100001
PM 38827446
OA gold
DA 2024-07-15
ER

PT J
AU Bender, O
   Khoury, J
   Hirsch, G
   Weinberg, E
   Sagy, N
   Buller, S
   -Levy, SL
   Blumer, S
   Bar, DZ
AF Bender, Omer
   Khoury, Jessica
   Hirsch, Gal
   Weinberg, Evgeny
   Sagy, Naor
   Buller, Shani
   -Levy, Shiri Lapides
   Blumer, Sigalit
   Bar, Daniel Z.
TI Immunorecognition of Streptococcus mutans secreted proteins protects
   against caries by limiting tooth adhesion
SO JOURNAL OF DENTISTRY
LA English
DT Article
DE Proteomics; Caries; SIgA; S. mutans
ID DENTAL-CARIES; EXPRESSION; DNAK; CELL
AB Introduction: Childhood caries, a prevalent chronic disease, affects 60-90 % of children in industrialized regions, leading to lesions in both primary and permanent teeth. This condition precipitates hospital admissions, emergency room visits, elevated treatment costs, and missed school days, thereby impeding the child's academic engagement and increasing the likelihood of caries into adulthood. Despite multiple identified risk factors, significant interpersonal variability remains unexplained. The immune system generates a unique antibody repertoire, essential for maintaining a balanced and healthy oral microbiome. Streptococcus mutans is a primary contributor to the development of caries. Methods: Employing mass spectrometry, we investigated the S. mutans proteins targeted by antibodies in children both with and without caries, delineating a fundamental suite of proteins discernible by the immune systems of a majority of individuals. Notably, this suite was enriched with proteins pivotal for bacterial adhesion. To ascertain the physiological implications of these discoveries, we evaluated the efficacy of saliva in thwarting S. mutans adherence to dental surfaces. Results: Antibodies in most children recognized a core set of ten S. mutans proteins, with additional proteins identified in some individuals. There was no significant difference in the proteins identified by children with or without caries, but there was variation in antibody binding intensity to some proteins. Functionally, saliva from caries-free individuals, but not children with caries, was found to hinder the binding of S. mutans to teeth. These findings delineate the S. mutans proteome targeted by the immune system and suggest that the inhibition of bacterial adherence to teeth is a primary mechanism employed by the immune system to maintain oral balance and prevent caries formation. Conclusions: These findings enhance our knowledge of the immune system's function in oral health maintenance and caries prevention, shedding light on how immunoglobulins interact with S. mutans proteins. Clinical Significance: Targeting S. mutans proteins implicated in bacterial adhesion could be a promising strategy for preventing childhood caries.
C1 [Bender, Omer; Khoury, Jessica; Hirsch, Gal; Weinberg, Evgeny; Sagy, Naor; Buller, Shani; Bar, Daniel Z.] Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Oral Biol, IL-69978 Tel Aviv, Israel.
   [Weinberg, Evgeny] Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Periodontol, IL-69978 Tel Aviv, Israel.
   [-Levy, Shiri Lapides; Blumer, Sigalit] Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Pediat Dent, IL-69978 Tel Aviv, Israel.
C3 Tel Aviv University; Tel Aviv University; Tel Aviv University
RP Bar, DZ (corresponding author), Tel Aviv Univ, Fac Med, Goldschleger Sch Dent Med, Dept Oral Biol, IL-69978 Tel Aviv, Israel.
EM dbar@tauex.tau.ac.il
RI Bar, Daniel/JDD-8152-2023; Weinberg, Evgeny/ABA-4666-2020
OI Bar, Daniel/0000-0003-4074-2802; Weinberg, Evgeny/0000-0002-8010-8921;
   Bender, Omer/0000-0002-7769-5539; Sagy, Naor/0000-0002-6189-5704
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NR 42
TC 1
Z9 1
U1 4
U2 5
PU ELSEVIER SCI LTD
PI London
PA 125 London Wall, London, ENGLAND
SN 0300-5712
EI 1879-176X
J9 J DENT
JI J. Dent.
PD FEB
PY 2024
VL 141
AR 104805
DI 10.1016/j.jdent.2023.104805
EA DEC 2023
PG 9
WC Dentistry, Oral Surgery & Medicine
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Dentistry, Oral Surgery & Medicine
GA EL0I1
UT WOS:001138959600001
PM 38101504
OA Green Submitted
DA 2024-07-15
ER

PT J
AU Dong, Z
   Liu, HY
   Zheng, XQ
AF Dong, Zhe
   Liu, Haiyan
   Zheng, Xinqi
TI The influence of teacher-student proximity, teacher feedback, and
   near-seated peer groups on classroom engagement: An agent-based modeling
   approach
SO PLOS ONE
LA English
DT Article
ID SEATING LOCATION; ACADEMIC ENGAGEMENT; BEHAVIORAL ENGAGEMENT;
   ACHIEVEMENT; EDUCATION; RELATEDNESS; PERFORMANCE; MOTIVATION; CONTAGION;
   ECOLOGY
AB Fostering students' classroom engagement is a research hotspot in classroom teaching management. Enhancing classroom engagement requires consideration of the interactive effects of physical and interpersonal environments. Considering the characteristics of physical space, the teacher gives feedback on student engagement in terms of different seating positions. Further, near-seated peer group engagement has an impact, though previous research has found this to be inconsistent. The teacher and near-seated peer groups have different paths of influence on classroom engagement, and there is interplay between them. However, based on realistic classroom scenarios, it is difficult for traditional research methods to reveal how spatially heterogeneous and non-linear micro-interactions among teachers, students, and near-seated peer groups evolve into dynamic changes in macro-classroom engagement. Hence, this study utilized agent-based simulation to explore the non-linear dynamic mechanism underlying how teacher-student proximity, teacher feedback, and near-seated peer groups affect classroom engagement, thereby shedding light on the evolutionary features of classroom engagement. According to the results, the teacher's positive feedback promoted an S-shaped increase in classroom engagement, and the closer a student sat to the teacher, the greater the increase was. The level and homogeneity of near-seated peer group engagement were predictors of changes in classroom engagement. Moreover, the proximity of students to the teacher, teacher feedback, and near-seated peer groups had a joint effect on student engagement. The compensation effect of the teacher's positive feedback on the impact of low-engagement, near-seated peer groups was weaker than that of highly engaged, near-seated peer groups on the effects of the teacher's negative feedback. This suggests that the model of teacher-student proximity and teacher feedback effects differed from that of near-seated peer group influence, and the two interacted and showed asymmetry.
C1 [Dong, Zhe; Liu, Haiyan] Univ Geosci Beijing, Sch Econ & Management, Beijing, Peoples R China.
   [Zheng, Xinqi] Univ Geosci Beijing, Sch Informat Engn, Beijing, Peoples R China.
RP Liu, HY (corresponding author), Univ Geosci Beijing, Sch Econ & Management, Beijing, Peoples R China.
EM liuhy@cugb.edu.cn
RI Zheng, Xinqi/E-4894-2013
FU National Natural Science Foundation of China [71673256]; 2018 national
   virtual simulation experiment teaching project of the Ministry of
   Education [6-115]
FX This study was supported by the National Natural Science Foundation of
   China (Grand Number: 71673256; Haiyan Liu) and 2018 national virtual
   simulation experiment teaching project of the Ministry of Education
   (Grand Number: JGH [2019] No. 6-115; Xinqi Zheng). The funders had no
   role in study design, data collection and analysis, decision to publish,
   or preparation of the manuscript.
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NR 37
TC 3
Z9 3
U1 10
U2 72
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD JAN 7
PY 2021
VL 16
IS 1
AR e0244935
DI 10.1371/journal.pone.0244935
PG 19
WC Multidisciplinary Sciences
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Science & Technology - Other Topics
GA PS6NW
UT WOS:000608044300113
PM 33411723
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Brasselet, C
   Guerrien, A
AF Brasselet, C.
   Guerrien, A.
TI Comparative study of motivational profiles of adolescents enrolled in
   general, technological and vocational secondary education
SO PSYCHOLOGIE FRANCAISE
LA French
DT Article
DE Academic motivation; Self-determination theory; Organization of the
   education system; School and vocational guidance
ID SELF-DETERMINATION THEORY; ACADEMIC MOTIVATION; AUTONOMY; PERFORMANCE;
   ACHIEVEMENT; PERSISTENCE; ADJUSTMENT; COMPETENCE; CLASSROOM
AB The present research investigated motivational profiles of high school students following general, technological or vocational education. The French educational system is defined by an implicit hierarchy: the general education is considered as the most prestigious one, while specific education such as technological or vocational education is perceived as more appropriated for students with learning difficulties. Those representations could induce differences in academic engagements' reasons. Nine hundred and forty-seven French students (552 following general, 222 following technological and 173 vocational education) completed the French version of the Academic Motivation Scale (AMS, Vallerand, Blais, Briere, & Benefice 1989). The AMS assesses various types of motivation defined by self-determination theory (Deci & Ryan, 2002). Cluster analysis revealed three distinctive motivational profiles present in all three types of education. In the first cluster, students' scores were moderate in autonomous and controlled motivation and low in amotivation (moderate autonomous - controlled profile). The second cluster was characterized by high levels of autonomous and controlled motivation and a low amotivation (high autonomous - controlled profile). Finally, the third cluster was defined by a low autonomous motivation, a moderate controlled motivation and high level of amotivation (controlled profile). In addition, we found an impact of secondary education's type on academic motivation. Technological education was associated with the controlled profile, whereas adolescents involved in vocational education were more numerous in the high autonomous-controlled profile. Students following the general education were over-represented in moderate autonomous-controlled profile. The results presented above might be of a great interest to career counseling professionals and professors, especially if discussed in line with self-determination theory, in terms of motivational remediation. (C) 2013 Societe francaise de psychologie. Published by Elsevier Masson SAS. All rights reserved.
C1 [Brasselet, C.; Guerrien, A.] Univ Lille Nord France, F-59000 Lille, France.
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C3 Universite de Lille
RP Brasselet, C (corresponding author), Univ Lille Nord France, F-59000 Lille, France.
EM celenie.brasselet@univ-lille3.fr
RI Brasselet, Célénie/AAC-3881-2019
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NR 48
TC 1
Z9 1
U1 3
U2 37
PU ELSEVIER FRANCE-EDITIONS SCIENTIFIQUES MEDICALES ELSEVIER
PI ISSY-LES-MOULINEAUX
PA 65 RUE CAMILLE DESMOULINS, CS50083, 92442 ISSY-LES-MOULINEAUX, FRANCE
SN 0033-2984
J9 PSYCHOL FR
JI Psychol. Fr.
PD SEP
PY 2014
VL 59
IS 3
BP 199
EP 214
DI 10.1016/j.psfr.2013.11.005
PG 16
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA AO4KC
UT WOS:000341305300002
DA 2024-07-15
ER

PT J
AU Healy, S
   Aigner, CJ
   Haegele, JA
   Patterson, F
AF Healy, Sean
   Aigner, Carrie J.
   Haegele, Justin A.
   Patterson, Freda
TI Meeting the 24-hr movement guidelines: An update on US youth with autism
   spectrum disorder from the 2016 National Survey of Children's Health
SO AUTISM RESEARCH
LA English
DT Article
DE physical activity; screen-time; sleep; autistic; exercise; sedentary
   behavior; health; obesity
ID MEASURED PHYSICAL-ACTIVITY; SCHOOL-AGED CHILDREN; SEDENTARY BEHAVIORS;
   ACADEMIC ENGAGEMENT; ANTECEDENT EXERCISE; SLEEP PATTERNS;
   YOUNG-CHILDREN; MEDIA USE; ADOLESCENTS; OBESITY
AB The purpose of this study was to examine how adherence to the physical activity (PA), screen-time (ST), and sleep duration guidelines differ between youth with autism spectrum disorder (ASD) and youth with typical development (TD). A secondary objective was to assess how PA, ST, and sleep duration varied among youth with ASD by age and ASD severity. Utilizing the 2016 National Survey of Children's Health data, parental reports of time spent by youth in PA, ST, and sleep were used to determine adherence to the 24-hr movement guidelines for 1008 youth with ASD and 34 489 youth with TD. Multivariate logistic regression analyses determined that children with ASD were less likely to meet the guidelines for PA, ST, and sleep duration, and adolescents with ASD were less likely to meet the guidelines for PA and ST than participants with TD. Furthermore, logistic regression analyses determined adolescents with severe ASD to be less likely to meet the sleep guideline compared to adolescents with mild ASD. Overall, youth with ASD were significantly less likely to adhere to all three guidelines. The findings highlight the breadth of health behaviors that require intervention to counteract the poorer health status among youth with ASD. Autism Res 2019, 12: 941-951. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary New health recommendations suggest children and adolescents should have at least 1 hr of physical activity, no more than 2 hr of screen-time (e.g., television), and 9-11 hr of sleep (or 8-10 hr for children aged 14 or older) every day. This article looked at how children and adolescents with autism meet these new guidelines. The two main results were that: (a) children with autism were less likely to meet all three guidelines compared to children without autism, and (b) adolescents with autism were less likely to meet the guidelines for physical activity and screen-time.
C1 [Healy, Sean; Patterson, Freda] Univ Delaware, Dept Behav Hlth & Nutr, Newark, DE 19711 USA.
   [Aigner, Carrie J.] Humboldt State Univ, Dept Psychol, Arcata, CA 95521 USA.
   [Haegele, Justin A.] Old Dominion Univ, Dept Human Movement Sci, Norfolk, VA USA.
C3 University of Delaware; California State University System; California
   State Polytechnic University, Humboldt; Old Dominion University
RP Healy, S (corresponding author), Univ Delaware, Dept Behav Hlth & Nutr, Newark, DE 19711 USA.
EM healys@udel.edu
RI Patterson, Freda/T-9389-2019; Healy, Sean/ABE-5201-2021
OI Patterson, Freda/0000-0001-6561-3092; Healy, Sean/0000-0001-8209-0916;
   Haegele, Justin/0000-0002-8580-4782
FU NIGMS NIH HHS [P20 GM113125] Funding Source: Medline; NIMHD NIH HHS [R01
   MD012734] Funding Source: Medline
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NR 72
TC 45
Z9 49
U1 6
U2 40
PU WILEY
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1939-3792
EI 1939-3806
J9 AUTISM RES
JI Autism Res.
PD JUN
PY 2019
VL 12
IS 6
BP 941
EP 951
DI 10.1002/aur.2095
PG 11
WC Behavioral Sciences; Psychology, Developmental
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Behavioral Sciences; Psychology
GA IB1IY
UT WOS:000470020100009
PM 30892834
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Zhang, JH
   Zeng, YL
AF Zhang, Jiahui
   Zeng, Youlai
TI Effect of College Students' Smartphone Addiction on Academic
   Achievement: The Mediating Role of Academic Anxiety and Moderating Role
   of Sense of Academic Control
SO PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT
LA English
DT Article
DE smartphone addiction; academic anxiety; sense of academic control;
   academic achievement
ID PERFORMANCE; EMOTIONS; MODEL; PREDICTORS; BEHAVIOR; STRESS; USAGE
AB Background: College students are the backbone of future national construction and shoulder the hope of the future development of the country and the nation. Smartphone addiction among college students will not only affect their own mental health and learning attitude, but it will also significantly affect their future academic achievement, academic emotion and academic engagement. However, the relationship between academic anxiety and academic control and academic achievement, as well as their internal mechanisms and boundary conditions, has received little attention. The purpose of this study is to examine whether and how smartphone addiction influences academic achievement. Purpose: This study aims to explore the mechanistic role of academic anxiety and academic control in the influence of smartphone addiction on academic achievement in college students, and hopes that the results can guide education and teaching. Methods: A sample of N=2097 participants, this study evaluated the relationship between smartphone addiction, academic control, academic anxiety and academic achievement among college students, and the participants filled in the college students' smartphone addiction scale, academic control questionnaire, academic anxiety questionnaire and grade points. Results: (1) There is a significant negative correlation between smartphone addiction and academic achievement; (2) academic anxiety serves as a complete mediator in the relationship between smartphone addiction and academic achievement; (3) the interaction between smartphone addiction and academic control moderates academic anxiety, with higher levels of academic control associated with a weaker impact of smartphone addiction on academic anxiety; (4) academic control also moderates the mediating role of academic anxiety between smartphone addiction and academic achievement, demonstrating a moderated mediating effect. Conclusion: Smartphone addiction had negative direct effect on academic achievement, as well as completely mediating effect through academic anxiety. Academic control moderated the relationship between of smartphone addiction and academic anxiety. This study enriches the research on the relationship between smartphone addiction and academic achievement in theory, and has important guiding significance for education and teaching in practice.
C1 [Zhang, Jiahui; Zeng, Youlai] Liaoning Normal Univ, Dept Educ, Dalian 116029, Liaoning, Peoples R China.
C3 Liaoning Normal University
RP Zeng, YL (corresponding author), Liaoning Normal Univ, Dept Educ, Dalian 116029, Liaoning, Peoples R China.
EM 382765058@qq.com
RI Zhang, Jiahui/AAV-4520-2021
OI Zhang, Jiahui/0000-0002-7702-6116; Zeng, Youlai/0000-0002-3241-9688
FU Liaoning Normal University High-end Research Achievements Cultivation
   Funding Program [23GDW001]; Liaoning Provincial Department of Education
   Category D-Youth Project [LJKQR20222507]; Liaoning Normal University
   teacher-guided undergraduate scientific research training project; 
   [CX202302007]
FX This work was funded by 2023 Liaoning Normal University High-end
   Research Achievements Cultivation Funding Program (23GDW001) , 2022
   Liaoning Provincial Department of Education Category D-Youth Project
   (LJKQR20222507) and 2023 Liaoning Normal University teacher-guided
   undergraduate scientific research training project (CX202302007) .
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NR 54
TC 0
Z9 0
U1 34
U2 34
PU DOVE MEDICAL PRESS LTD
PI ALBANY
PA PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND
SN 1179-1578
J9 PSYCHOL RES BEHAV MA
JI Psychol. Res. Behav. Manag.
PY 2024
VL 17
BP 933
EP 944
DI 10.2147/PRBM.S442924
PG 12
WC Psychology, Clinical; Psychiatry; Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology; Psychiatry
GA KS7V2
UT WOS:001182029000001
PM 38464809
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Chinekezi, O
   Andress, L
   Agonafer, EP
   Massick, S
   Piepenbrink, S
   Sutton, KM
   Alberti, PM
   De la Torre, D
   Guillot-Wright, S
   Lee, M
AF Chinekezi, Olufunmilayo
   Andress, Lauri
   Agonafer, Etsemaye P.
   Massick, Susan
   Piepenbrink, Sarah
   Sutton, Karey M.
   Alberti, Philip M.
   De la Torre, Desiree
   Guillot-Wright, Shannon
   Lee, Marshala
TI From the national to the local: Issues of trust and a model for
   community-academic engagement
SO FRONTIERS IN PUBLIC HEALTH
LA English
DT Article
DE health equity; community engagement; trustworthiness; healthcare; social
   justice
AB Inequities in health and health care in the United States have persisted for decades, and the impacts on equity from the COVID-19 pandemic were no exception. In addition to the disproportionate burden of the disease across various populations, the pandemic posed several challenges, which exacerbated these existing inequities. This has undoubtedly contributed to deeply rooted public mistrust in medical research and healthcare delivery, particularly among historically and structurally oppressed populations. In the summer of 2020, given the series of social injustices posed by the pandemic and highly publicized incidents of police brutality, notably the murder of George Floyd, the Association of American Medical Colleges (AAMC) enlisted the help of a national collaborative, the AAMC Collaborative for Health Equity: Act, Research, Generate Evidence (CHARGE)1 to establish a three-way partnership that would gather and prioritize community perspectives and lived experiences from multiple regions across the US on the role of academic medicals centers (AMCs) in advancing health and social justice. Given physical gathering constraints posed by the pandemic, virtual interviews were conducted with 30 racially and ethnically diverse community members across the country who expressed their views on how medical education, clinical care, and research could or did impact their health experiences. These interviews were framed within the context of the relationship between historically oppressed groups and the COVID-19 vaccine clinical trials underway. From the three-way partnership formed with the AAMC, AAMC CHARGE participants, and 30 community members from racially and ethnically diverse groups, qualitative methods provided lived experiences supporting other literature on the lack of trust between oppressed communities and AMCs. This led to the development of the Principles of Trustworthiness (PoT) Toolkit, which features ten principles inspired by community members' insights into how AMCs can demonstrate they are worthy of their community's trust2. In the end, the three-way partnership serves as a successful model for other national medical and health organizations to establish community engaged processes that elicit and prioritize lived experiences describing relationships between AMCs and oppressed communities.
C1 [Chinekezi, Olufunmilayo] Natl Acad Sci Engn & Med, Washington, DC 20001 USA.
   [Andress, Lauri] Geisinger Commonwealth Sch Med, Dept Med Educ, Scranton, PA USA.
   [Agonafer, Etsemaye P.] Kaiser Permanente Bernard J Tyson Sch Med, Dept Hlth Syst Sci, Pasadena, CA USA.
   [Massick, Susan] Ohio State Univ, Dept Dermatol, Coll Med, Columbus, OH USA.
   [Piepenbrink, Sarah; Alberti, Philip M.] Assoc Amer Med Colleges, AAMC Ctr Hlth Justice, Washington, DC USA.
   [Sutton, Karey M.] MedStar Hlth Res Inst, Hlth Equity Res, Washington, DC USA.
   [De la Torre, Desiree] Childrens Natl Hosp, Community Affairs & Populat Hlth Improvement, Washington, DC USA.
   [Guillot-Wright, Shannon] Univ Texas Med Branch, Ctr Violence Prevent, Galveston, TX USA.
   [Lee, Marshala] ChristianaCare, Harrington Value Inst Community Partnership Fund, Wilmington, DE USA.
C3 National Academies of Sciences, Engineering & Medicine; Kaiser
   Permanente; University System of Ohio; Ohio State University;
   Association of American Medical Colleges; MedStar Health Research
   Institute; Children's National Health System; University of Texas
   System; University of Texas Medical Branch Galveston
RP Chinekezi, O (corresponding author), Natl Acad Sci Engn & Med, Washington, DC 20001 USA.
EM ochinekezi@nas.edu
RI andress, lauri/AID-9809-2022
OI andress, lauri/0000-0001-8326-9635; Alberti, Philip
   M/0000-0002-3381-4882
FU Centers for Disease Control and Prevention (CDC): Improving Clinical and
   Public Health Outcomes through National Partnerships to Prevent and
   Control Emerging and Re-Emerging Infectious Disease Threats [1
   NU50CK000586-01-00]
FX This work is funded by a cooperative agreement from the Centers for
   Disease Control and Prevention (CDC): Improving Clinical and Public
   Health Outcomes through National Partnerships to Prevent and Control
   Emerging and Re-Emerging Infectious Disease Threats (Award # 1
   NU50CK000586-01-00).
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NR 12
TC 5
Z9 5
U1 0
U2 4
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
EI 2296-2565
J9 FRONT PUBLIC HEALTH
JI Front. Public Health
PD FEB 24
PY 2023
VL 11
DI 10.3389/fpubh.2023.1068425
PG 7
WC Public, Environmental & Occupational Health
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA 9T0MI
UT WOS:000946730100001
PM 36908463
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Groot, B
   Abma, T
AF Groot, Barbara
   Abma, Tineke
TI Ethics framework for citizen science and public and patient
   participation in research
SO BMC MEDICAL ETHICS
LA English
DT Article
DE Research ethics; Ethics framework; Ethics work; Citizen science; Patient
   and public engagement; Medical Research Ethics Committee
ID HEALTH RESEARCH; CARE
AB Background Citizen science and models for public participation in health research share normative ideals of participation, inclusion, and public and patient engagement. Academic researchers collaborate in research with members of the public involved in an issue, maximizing all involved assets, competencies, and knowledge. In citizen science new ethical issues arise, such as who decides, who participates, who is excluded, what it means to share power equally, or whose knowledge counts. This article aims to present an ethics framework that offers a lens of understanding and heuristic guidelines to deal with ethical issues in citizen science. Methods We conducted seven case studies between 2015 and 2021 to attune and validate the ethics framework for the context of citizen science. The cases related to studies with older adults, people with a psychiatric vulnerability, people dependent on community care, people who are unemployed or living in poverty or both, and young adults with respiratory disease. Results Ethics in citizen science reaches beyond the ethical issues in traditional biomedical and health research. It entails more than following procedures about informed consent and privacy and submitting a proposal to a Medical Research Ethics Committee. Ethics in citizen science relates to everyday ethical issues during the study, including relational and moral complexities concerning collaboration, sharing power, and democratic decision-making. Dealing with these issues requires ethics work of researchers. This entails seeing ethically salient issues and reflecting on everyday ethical issues. Ethics work consists of seven features: framing work, role work, emotion work, identity work, reason work, relationship work, and performance work. All are relevant for researchers in citizen science. Conclusions Ethical issues in citizen science often relate to power differentials, partnership, and collaboration between academics and non-academics. The ethics framework prepares researchers for the work needed in citizen science to act responsibly and offers a heuristic guide to reflect on ethics. Reflection on ethics is a pathway towards ethical citizen science, especially if researchers collaboratively reflect in partnership with non-academics who are subject to the moral issue.
C1 [Groot, Barbara; Abma, Tineke] Leiden Univ Med Ctr LUMC, Albinusdreef 2, NL-2333 ZA Leiden, Netherlands.
C3 Leiden University; Leiden University Medical Center (LUMC)
RP Groot, B (corresponding author), Leiden Univ Med Ctr LUMC, Albinusdreef 2, NL-2333 ZA Leiden, Netherlands.
EM b.c.groot-sluijsmans@lumc.nl
OI Groot, Barbara/0000-0001-7495-3048
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NR 53
TC 17
Z9 17
U1 4
U2 22
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1472-6939
J9 BMC MED ETHICS
JI BMC Med. Ethics
PD MAR 13
PY 2022
VL 23
IS 1
AR 23
DI 10.1186/s12910-022-00761-4
PG 9
WC Ethics; Medical Ethics; Social Sciences, Biomedical
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Social Sciences - Other Topics; Medical Ethics; Biomedical Social
   Sciences
GA ZS1KW
UT WOS:000768231800002
PM 35282819
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Jessani, NS
   Valmeekanathan, A
   Babcock, CM
   Ling, BN
AF Jessani, Nasreen S.
   Valmeekanathan, Akshara
   Babcock, Carly M.
   Ling, Brenton
TI Academic incentives for enhancing faculty engagement with
   decision-makers-considerations and recommendations from one School of
   Public Health
SO HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS
LA English
DT Article
ID KNOWLEDGE TRANSFER; POLICY-MAKERS; UNIVERSITY; RESEARCHERS; STRATEGIES;
   IMPACT
AB In academia, faculty are bound by three pillars of scholarship: Teaching, Research and Service. Academic promotion and tenure depend on metrics of assessment for these three pillars. However, what is and is not acceptable as "service" is often nebulous and left to the discretion of internal committees. With evolving requirements by funders to demonstrate wider impacts of research, we were keen to understand the financial and non-financial incentives for academic faculty to engage in knowledge translation and research utilization. Between November 2017-February 2018, 52 faculty from one School of Public Health (SPH) were interviewed. Data was analyzed using Atlas.Ti and furthermore with framework analysis. The appeal of incentives varied according to personal values, previous experiences, relevance of research to decision-making, individual capacities, and comfort ranging from instinctive support to reflexive resistance. Discussions around types of incentives elicited a plethora of ideas within 4 different categories: (a) Monetary Support, (b) Professional Recognition, (c) Academic Promotion, and (d) Capacity Enhancement. However, concerns included adverse incentives, disadvantaging suboptimally-equipped faculty, risk of existing efforts going unnoticed, vaguely defined evaluation metrics, and the impacts on promotion given that engagement activities often occur outside of the traditional grant cycle. With a shift in funder requests to demonstrate greater social return on their research investments, as well as renewed global attention to research, science and evidence for decision making, SPHs such as this one, are likely going to be concerned about the implications of an enhanced "service" pillar on the other two pillars: teaching and research. The role of incentives in enhancing academic engagement with policy and practice is therefore neither simple nor universally ideal. A tempered approach that considers the various professional aspirations of faculty, the capacities required, organisational culture of values around specific discovery sciences, funder conditions, as well as alignment with the institution's mission is critical. Deliberations on incentives leads to a larger debate on how to we shift the culture of academia beyond incentives for individuals who are engagement-inclined to institutions that are engagement-ready, without imposing on or penalizing faculty who are choice-disengaged.
C1 [Jessani, Nasreen S.; Valmeekanathan, Akshara; Babcock, Carly M.; Ling, Brenton] Johns Hopkins Bloomberg Sch Publ Hlth, Dept Int Hlth, Baltimore, MD 21205 USA.
   [Jessani, Nasreen S.] Stellenbosch Univ, Dept Global Hlth, Ctr Evidence Based Hlth Care, Stellenbosch, South Africa.
   [Jessani, Nasreen S.] Univ Johannesburg, Africa Ctr Evidence, Johannesburg, South Africa.
   [Babcock, Carly M.] Maryland Dept Hlth, Baltimore, MD USA.
   [Ling, Brenton] Populat Hlth Alliance, Washington, DC USA.
C3 Johns Hopkins University; Johns Hopkins Bloomberg School of Public
   Health; Stellenbosch University; University of Johannesburg
RP Jessani, NS (corresponding author), Johns Hopkins Bloomberg Sch Publ Hlth, Dept Int Hlth, Baltimore, MD 21205 USA.; Jessani, NS (corresponding author), Stellenbosch Univ, Dept Global Hlth, Ctr Evidence Based Hlth Care, Stellenbosch, South Africa.; Jessani, NS (corresponding author), Univ Johannesburg, Africa Ctr Evidence, Johannesburg, South Africa.
EM njessani@jhu.edu
RI Jessani, Nasreen/AAB-5518-2020; Valmeekanathan, Akshara/AAJ-9731-2021
OI Jessani, Nasreen/0000-0002-1160-3099; Ling, Brenton/0000-0002-9927-8568
FU Lerner Center for Public Health Promotion at the Johns Hopkins Bloomberg
   School of Public Health
FX The authors thank the leadership at JHSPH for their support, as well as
   all the participants for their time and insights. We express gratitude
   to Prof. David R. Holtgrave and Dr. Melissa Davey-Rothwell for their
   support and invaluable contributions to various aspects of the study and
   to Prof. Janet DiPietro for her guidance and manuscript review. The
   study was conducted through support provided by The Lerner Center for
   Public Health Promotion at the Johns Hopkins Bloomberg School of Public
   Health. The content is solely the responsibility of the authors and does
   not necessarily represent the official views of the funder. This study
   was approved by the Institutional Review Board of the Johns Hopkins
   Bloomberg School of Public Health (#00006968). Respondents provided
   verbal consent to participate.
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NR 72
TC 15
Z9 18
U1 0
U2 5
PU SPRINGERNATURE
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON, N1 9XW, ENGLAND
EI 2662-9992
J9 HUM SOC SCI COMMUN
JI Hum. Soc. Sci. Commun.
PD NOV 11
PY 2020
VL 7
IS 1
AR 148
DI 10.1057/s41599-020-00629-1
PG 13
WC Humanities, Multidisciplinary; Social Sciences, Interdisciplinary
WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)
SC Arts & Humanities - Other Topics; Social Sciences - Other Topics
GA OY0ZI
UT WOS:000593982800001
OA gold
DA 2024-07-15
ER

PT J
AU Agwu, UD
   Nmadu, J
AF Agwu, Udu David
   Nmadu, John
TI Students' interactive engagement, academic achievement and self concept
   in chemistry: an evaluation of cooperative learning pedagogy
SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE
LA English
DT Article
ID EPISTEMIC BELIEFS; PERSONAL EPISTEMOLOGY; GENDER-DIFFERENCES;
   MOTIVATION; SCIENCE; IMPACT; SCHOOL; MATHEMATICS; EDUCATION;
   PERSPECTIVES
AB This study evaluated the effectiveness of interactive engagement pedagogy, specifically, cooperative learning pedagogy in improving students' academic achievement and academic self-concept in chemistry. A pre-test, post-test, non-equivalent, control group quasi-experimental design was adopted. The study was in senior secondary schools in one of Nigeria's North-central states. The focus was on senior secondary school class two (SS2) students of comparable academic abilities and a mean age of 15.42 years. The sample was 244 students. The chemistry achievement test on water (CATOW) and students' academic self-concept questionnaire (SASQ) were the instruments used in data collection. The CATOW was validated by experts while the SASQ was an adapted instrument that was already validated. The reliability coefficients were 0.82 determined with Kuder-Richardson's formula 20 for the CATOW and 0.78 determined with Cronbach's alpha for the SASQ. Mixed methods of data analyses were employed in the study, involving mean, standard deviation, analysis of variance, independent sample t-test, analysis of covariance, and Pearson's correlation statistics. The results show that interactive engagement pedagogy (cooperative learning strategy) improved the academic achievement and academic self-concept of the students in chemistry more than the conventional (lecture) method. The study also found a positive linear relationship between academic achievement and the academic self-concept of the students in chemistry. The implication was for the chemistry teachers in developing nations to structure the learning environments to be more learner-centered, and activity-based by creating cooperative and collaborative learning platforms that will help in improving students' academic achievement and self-concept. The study recommended that chemistry teachers desist from using teacher-centered pedagogies for lack of provisions for students' active engagement in the teaching-learning process. This study is novel because it evaluated the effectiveness of interactive engagement pedagogy (cooperative learning) in improving students' academic achievement and self-concept in chemistry in a developing nation and also identified some of the reasons for the lack of implementation of innovative pedagogies and possible remediation in developing nations, especially in Africa.
C1 [Agwu, Udu David; Nmadu, John] Alex Ekwueme Fed Univ, Fac Educ, Dept Sci Educ, Ndufu Alike AEFUNAI, Abakaliki, Ebonyi State, Nigeria.
RP Agwu, UD (corresponding author), Alex Ekwueme Fed Univ, Fac Educ, Dept Sci Educ, Ndufu Alike AEFUNAI, Abakaliki, Ebonyi State, Nigeria.
EM daviduduagwu@gmail.com; johnnmadusaba@gmail.com
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NR 113
TC 6
Z9 6
U1 7
U2 49
PU ROYAL SOC CHEMISTRY
PI CAMBRIDGE
PA THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS,
   ENGLAND
SN 1109-4028
EI 1756-1108
J9 CHEM EDUC RES PRACT
JI Chem. Educ. Res. Pract.
PD APR 5
PY 2023
VL 24
IS 2
BP 688
EP 705
DI 10.1039/d2rp00148a
EA JAN 2023
PG 18
WC Education & Educational Research; Education, Scientific Disciplines
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Education & Educational Research
GA C3AA2
UT WOS:000919267500001
DA 2024-07-15
ER

PT J
AU Nagy, RP
   Martin, AJ
   Collie, RJ
AF Nagy, Robin P. P.
   Martin, Andrew J. J.
   Collie, Rebecca J. J.
TI Disentangling motivation and engagement: Exploring the role of effort in
   promoting greater conceptual and methodological clarity
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE motivation; effort; engagement; academic development; validity;
   multilevel
ID ACADEMIC-ACHIEVEMENT; STUDENT ENGAGEMENT; CONSTRUCT-VALIDITY; SCHOOL
   ENGAGEMENT; GENDER; MASCULINITY; VALIDATION; TEACHERS; CLIMATE; VALUES
AB Conflation over motivation and engagement has historically impeded research and practice. One reason for this is because definition and measurement have often been too general or diffuse-especially in the case of engagement. Recently conceptual advances aimed at disentangling facets of engagement and motivation have highlighted a need for better psychometric precision-particularly in the case of engagement. To the extent that engagement is inadequately assessed, motivation research involving engagement continues to be hampered. The present study investigates multidimensional effort (a specific facet of engagement) and how it relates to motivation. In particular, we examine the associations between specific positive and negative motivation factors and dimensions of effort, thereby shedding further insight into how different types of motivation interplay with different types of engagement. Drawing on data from a sample of 946 Australian high school students in 59 mathematics classrooms at five schools, this study hypothesized a tripartite model of academic effort in terms of operative, cognitive, and social-emotional dimensions. A novel nine-item self-report Effort Scale measuring each of the three factors was developed and tested for internal and external validity-including its relationship with multidimensional motivation. Multilevel confirmatory factor analyses were conducted to test the factor structure and validity of multidimensional effort. Additionally, doubly-latent multilevel structural equation models were conducted to explore the hypothesized motivation -> engagement (effort) process, and the role of student- and classroom-level background attributes as predictors of both motivation and effort. Results supported the hypothesized model of tripartite effort and its distinctiveness from motivation, and showed that key dimensions of motivation predicted effort at student- and classroom-levels. This study provides implications and suggestions for future motivation research and theorizing by (1) establishing evidence for the validity of a novel engagement framework (multidimensional effort), and (2) supporting future measurement and practice in academic engagement juxtaposed with multidimensional motivation-critical for better understanding engagement, and motivation itself.
C1 [Nagy, Robin P. P.; Martin, Andrew J. J.; Collie, Rebecca J. J.] Univ New South Wales, Sch Educ, Sydney, NSW, Australia.
C3 University of New South Wales Sydney
RP Martin, AJ (corresponding author), Univ New South Wales, Sch Educ, Sydney, NSW, Australia.
EM andrew.martin@unsw.edu.au
FU Australian Government; NSW Department of Education Waratah
FX We acknowledge the Australian Government RTP Scholarship and NSW
   Department of Education Waratah Scholarship in support of RN's Ph.D
   research into high school students' effort.
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PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD DEC 13
PY 2022
VL 13
AR 1045717
DI 10.3389/fpsyg.2022.1045717
PG 19
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA 7J4YR
UT WOS:000904589200001
PM 36582314
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Weerasinghe, IMS
   Dedunu, HH
AF Weerasinghe, I. M. S.
   Dedunu, H. H.
TI Do demographic factors matter in university-industry knowledge exchange?
   a study based on Sri Lankan university system
SO JOURNAL OF KNOWLEDGE MANAGEMENT
LA English
DT Article
DE Knowledge exchange; Moderation; Demographic factors; Academic
   contribution
ID OPEN INNOVATION; ACADEMIC ENGAGEMENT; TECHNOLOGY-TRANSFER;
   COMMERCIALIZATION; RESEARCHERS; SCIENCE; UK; COLLABORATION; SECTORS;
   FACULTY
AB Purpose This study aims to identify the effect of demographic factors on the relationship between academic contribution and university-industry knowledge exchange in Sri Lanka. Design/methodology/approach This study is of quantitative and explanatory type , which applied the deductive research method, and is conducted with minimum interference of researcher taking individual academics as the unit of analysis. The study collected data from 178 academics randomly through a structured questionnaire designed to analyze through statistical package for the social sciences and analysis of a moment structure statistical software. A structural equation model is applied to collected data to explore the moderating impact of the demographic factor on the university-industry knowledge exchange. Findings Overall involvement of academic staff in joint research, contract research, human resource mobility and the training with industry were was low in Sri Lanka. However, all four independent variables significantly associated with the knowledge exchange process from which only joint research and training had a statistically significant effect on university-industry knowledge exchange . Concerning demographic factors, only the quality of academic research significantly moderated the relationship between academic contribution and university-industry knowledge exchange process in Sri Lanka. Research limitations/implications This study considered only the university side of the university-industry knowledge exchange process. Practical implications This paper implies that gender, age and area of specialization did not have significant power to moderate the relationship between academic contribution and university-industry knowledge exchange process. Originality/value There is a lack of research literature discussing the moderating effect of demographic factors on the university-industry knowledge exchange process. In Sri Lanka, money and commercial benefits that received through industry partnerships had not been valued by academics. The majority considered the connection with industry and exchange knowledge as a responsibility that they should perform in return to free education received from grade one to graduation.
C1 [Weerasinghe, I. M. S.] Rajarata Univ Sri Lanka, Fac Management Studies, Dept Business Management, Anuradhapura, Sri Lanka.
   [Dedunu, H. H.] Rajarata Univ Sri Lanka, Fac Management Studies, Dept Accountancy & Finance, Anuradhapura, Sri Lanka.
C3 Rajarata University of Sri Lanka; Rajarata University of Sri Lanka
RP Weerasinghe, IMS (corresponding author), Rajarata Univ Sri Lanka, Fac Management Studies, Dept Business Management, Anuradhapura, Sri Lanka.
EM salindaw@mgt.rjt.ac.lk
RI Weerasinghe, Salinda/AAM-8963-2021
OI Weerasinghe, Salinda/0000-0002-9222-6618
FU Rajarata University of Sri Lanka
FX This project is awarded a grant from the Rajarata University of Sri
   Lanka; hence, we should thank the university at first and would like to
   thank all who helped us to collect data and information for this study.
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NR 63
TC 4
Z9 4
U1 1
U2 35
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 1367-3270
EI 1758-7484
J9 J KNOWL MANAG
JI J. Knowl. Manag.
PD JUN 21
PY 2021
VL 25
IS 5
BP 973
EP 988
DI 10.1108/JKM-02-2020-0092
EA JUN 2020
PG 16
WC Information Science & Library Science; Management
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science; Business & Economics
GA SW1CD
UT WOS:000547274600001
DA 2024-07-15
ER

PT J
AU Knio, K
AF Knio, Karim
TI Rethinking the Multilateral Order Between Liberal Internationalism and
   Neoliberalism/Neoliberalisation Processes
SO POLITICS AND GOVERNANCE
LA English
DT Article
DE commodification; crisis management; developing countries; knowledge
   production; liberal internationalism; marketisation; multilateralism;
   neoliberalisation; neoliberalism; world order
ID AUTHORITY; POWER
AB Discourses on multilateralism and liberal internationalism are replete with warnings about crises. However, theories often only address crises in pragmatic terms, as if they were discreet and isolated phenomena that have little to do with globalized structural tendencies and the specific limitations of knowledge production within the field of international relations (IR). This article initiates a process of reflection on the nature of the crisis of liberal internationalism and the multilateral world order with the help of the pedagogy of crises framework. It identifies the biases contained within IR research and knowledge production as integral to the crises themselves because of the limitations of their engagement with crises solely at the crisis management level. Acknowledging and situating these biases allows us to build a perspective around the notion of crisis of crisis management. This perspective entails a combination of the study of liberal internationalism and neoliberalism to better explain the nature and dynamics of the multilateral world order. This endeavour can offer a fresh take on analysing case studies related to developing countries and outlines a critical focus to inform further research. A brief review of the Chilean example is featured to support this argument, as it shows how the processes that unfold within the multilateral world order are articulated within a local context, and also points to the intimate relations between knowledge production and policy implementation. The article demonstrates the impossibility of understanding the multilateral world order without due consideration of the dialectical relationship between neoliberalism and liberal internationalism. Historically, analyses have focused on neoliberalism as something embedded within liberal internationalism while, in fact, processes of neoliberalisation have become a framework of reference in themselves. That is to say, liberal internationalism, and the study of it, are but a few of the elements that comprise contemporary neoliberalism. Given this, it is argued that systematic academic engagement with neoliberalism/neoliberalisation is essential for a proper understanding of the multilateral world order.
C1 [Knio, Karim] Erasmus Univ, Inst Social Studies, Rotterdam, Netherlands.
C3 Erasmus University Rotterdam - Excl Erasmus MC; Erasmus University
   Rotterdam
RP Knio, K (corresponding author), Erasmus Univ, Inst Social Studies, Rotterdam, Netherlands.
EM knio@iss.nl
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NR 60
TC 1
Z9 1
U1 0
U2 0
PU COGITATIO PRESS
PI LISBON
PA RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL
SN 2183-2463
J9 POLITICS GOV
JI Politics Gov.
PY 2022
VL 10
IS 2
BP 6
EP 14
DI 10.17645/pag.v10i2.5116
PG 9
WC Political Science
WE Social Science Citation Index (SSCI)
SC Government & Law
GA 1G2PJ
UT WOS:000795694700002
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Magoi, JS
   Aspura, MKYI
   Abrizah, A
AF Magoi, Joshua Sani
   Aspura, M. K. Yanti Idaya
   Abrizah, A.
TI Social media engagement in developing countries Boon or bane for
   academic libraries?
SO INFORMATION DEVELOPMENT
LA English
DT Article
DE social media; Web 2.0; social media engagement; academic libraries;
   developing countries; structured literature review
ID WEB 2.0; NETWORKING TOOLS; HIGHER-EDUCATION; SERVICES; ADOPTION;
   IMPLEMENTATION; KNOWLEDGE
AB The progressiveness of social media in academic libraries is the gear to achieve the libraries' objectives, particularly in term of facilities and services. In addition, academic librarians have been using social media as a key medium for marketing, communication, and collaboration. However, social media use in academic libraries, especially in developing countries, is not without controversy. Studies indicate that social networking by academic librarians is ineffective use of librarians' time and effort. The usefulness of and the hindrances in social media engagement for academic libraries in developing countries have yet to be established. For this reason, this review aims to identify the boons and the banes of social media engagement for academic libraries in developing countries in two continents, Asia and Africa. A structured literature review was conducted using methods promulgated by the Center for Reviews and Disseminations but adapted to the particular needs of this review. Various online databases were used for the review. The keywords/phrases used for the search were: social media, web 2.0, social media engagement, academic libraries, and developing countries; and after a profound scrutiny, 50 articles were found useful for the review. The result shows that there is a continued increase of published literature on social media in academic libraries in the developing countries. A substantial amount of literature emphasises the benefits of social media usefulness in academic libraries under five major themes - marketing and promotion of library services; professional/self-development;, social interaction; media sharing; and communication. A few articles express the distress in implementing social media in academic library services. The usefulness of and the hindrances in social media engagement reported in the literature should inform practicing librarians contemplating implementation of social media and guide formal social media application in library services. More so, this study will shape Library and Information Science (LIS) researchers to scope out areas of needs for future research.
C1 [Magoi, Joshua Sani; Abrizah, A.] Univ Malaya, Dept Lib & Informat Sci, Fac Comp Sci & Informat Technol, Kuala Lumpur, Malaysia.
   [Magoi, Joshua Sani] Kaduna State Univ, Kaduna, Nigeria.
   [Aspura, M. K. Yanti Idaya] Univ Malaya, Fac Comp Sci & Informat Technol, Kuala Lumpur, Malaysia.
C3 Universiti Malaya; Universiti Malaya
RP Abrizah, A (corresponding author), Univ Malaya, Dept Lib & Informat Sci, Fac Comp Sci & Informat Technol, Kuala Lumpur, Malaysia.
EM magoijoshua@gmail.com; yanti@um.edu.my; abrizah@um.edu.my
RI Abdullah, Abrizah/B-8125-2010; Khalid, Yanti Idaya Aspura binti
   Mohd/J-5876-2015
OI Khalid, Yanti Idaya Aspura binti Mohd/0000-0002-7642-469X
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NR 79
TC 13
Z9 13
U1 4
U2 81
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0266-6669
EI 1741-6469
J9 INFORM DEV
JI Inf. Dev.
PD JUN
PY 2019
VL 35
IS 3
BP 374
EP 387
DI 10.1177/0266666917748985
PG 14
WC Information Science & Library Science
WE Social Science Citation Index (SSCI)
SC Information Science & Library Science
GA IC2BC
UT WOS:000470763400004
OA Bronze
DA 2024-07-15
ER

PT J
AU Tam, KI
   Philpott-Robinson, K
   Johnson, T
   Lane, AE
AF Tam, Kit Iong
   Philpott-Robinson, Kelsey
   Johnson, Tennille
   Lane, Alison E.
TI Measurement of School Engagement in Elementary School Students: A
   Scoping Review
SO AMERICAN JOURNAL OF OCCUPATIONAL THERAPY
LA English
DT Article
ID RANDOMIZED CONTROLLED-TRIAL; LOW-INTENSITY STRATEGIES; ACADEMIC
   ENGAGEMENT; EMOTIONAL PARTICIPATION; EMPOWERING TEACHERS; MENTAL-HEALTH;
   SHOW ME; CLASSROOM; OUTCOMES; CHILD
AB Importance: School engagement is the extent to which students commit to and participate in school activities, including internal thoughts, emotions, and observable behaviors. It is critical to children's academic outcomes and mental health. Occupational therapy practitioners support children at school to maintain mental well-being and meet their school outcomes. However, how occupational therapy practitioners should measure school engagement among elementary school students remains unclear. Objective: To identify and characterize how elementary school students' school engagement is currently measured.Data Sources: PsycINFO, Eric, CINAHL, and A1 Education databases. Two reviewers screened titles and abstracts, and one reviewer completed full-text screening and data extraction using Excel.Study Selection: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guided this review. Studies published between 2015 and 2021 were included if full text was available, written in English, and used a measure designed for elementary school-age students. Studies were excluded if they used no school engagement measurement; used only infant, adolescent, or adult scales; were not available for review; and did not meet the inclusion criteria.Findings: The review included 125 studies. A range of self-report, observational, teacher-report, and caregiver -report measures of school engagement were identified. Behavioral school engagement was most commonly measured. Included studies were primarily published in education and psychology fields, with none published in occupational therapy journals.Conclusions and Relevance: A range of school engagement measurements can be found in the literature, but no consensus exists on a validated school engagement measurement for occupational therapy practice.What This Article Adds: This review provides occupational therapy practitioners with a comprehensive understanding of (1) the importance of school engagement to mental health and (2) the range of behavioral, cognitive, and emotional engagement measures currently available for use with elementary school-age children, thereby enhancing the profession's knowledge and scope of practice in school engagement.
C1 [Tam, Kit Iong] Univ Newcastle, Coll Hlth Med & Wellbeing, Occupat Therapy, Callaghan, NSW, Australia.
   [Philpott-Robinson, Kelsey] La Trobe Univ, Coll Sci Hlth & Engn, Olga Tennison Autism Res Ctr, Bundoora, Vic, Australia.
   [Philpott-Robinson, Kelsey] Univ Newcastle, Coll Hlth Med & Wellbeing, Dept Occupat Therapy, Callaghan, NSW, Australia.
   [Johnson, Tennille] Univ Newcastle, Coll Hlth Med & Wellbeing, Occupat Therapy Clin, Callaghan, NSW, Australia.
   [Lane, Alison E.] La Trobe Univ, Coll Sci Hlth & Engn, Olga Tennison Autism Res Ctr, Bundoora, Vic, Australia.
C3 University of Newcastle; La Trobe University; University of Newcastle;
   University of Newcastle; La Trobe University
RP Philpott-Robinson, K (corresponding author), La Trobe Univ, Coll Sci Hlth & Engn, Olga Tennison Autism Res Ctr, Bundoora, Vic, Australia.; Philpott-Robinson, K (corresponding author), Univ Newcastle, Coll Hlth Med & Wellbeing, Dept Occupat Therapy, Callaghan, NSW, Australia.
EM K.Philpott-Robinson@latrobe.edu.au
RI Philpott-Robinson, Kelsey/AAV-3372-2021; Lane, Alison/AEC-4848-2022
OI Philpott-Robinson, Kelsey/0000-0003-1888-3895; Lane,
   Alison/0000-0003-0378-9716
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U1 12
U2 16
PU AMER OCCUPATIONAL THERAPY ASSOC, INC
PI BETHESDA
PA 4720 MONTGOMERY LANE, BETHESDA, MD 20814-3425 USA
SN 0272-9490
EI 1943-7676
J9 AM J OCCUP THER
JI Am. J. Occup. Ther.
PD MAY-JUN
PY 2023
VL 77
IS 3
AR 7703205150
DI 10.5014/ajot.2023.050036
PG 13
WC Rehabilitation
WE Social Science Citation Index (SSCI)
SC Rehabilitation
GA M9XY5
UT WOS:001033682400002
PM 37352433
DA 2024-07-15
ER

PT J
AU Assari, S
   Mistry, R
   Lee, DB
   Caldwell, CH
   Zimmerman, MA
AF Assari, Shervin
   Mistry, Ritesh
   Lee, Daniel B.
   Caldwell, Cleopatra Howard
   Zimmerman, Marc A.
TI Perceived Racial Discrimination and Marijuana Use a Decade Later; Gender
   Differences Among Black Youth
SO FRONTIERS IN PEDIATRICS
LA English
DT Article
DE blacks; African Americans; gender; racial discrimination; substance use
ID STRESSFUL LIFE EVENTS; AFRICAN-AMERICAN; SUBSTANCE USE; PSYCHOLOGICAL
   DISTRESS; MENTAL-HEALTH; DEPRESSIVE SYMPTOMS; PSYCHIATRIC-DISORDERS;
   ACADEMIC ENGAGEMENT; PARENTAL SUPPORT; JOHN HENRYISM
AB Background: Researchers have reported gender differences in the association between perceived racial discrimination (PRD) and substance use including marijuana use (MU). A limited number of longitudinal studies, however, have documented the long-term effect of PRD during adolescence on subsequent MU in young adulthood.
   Objective: In the current longitudinal study, we tested gender differences in the association between baseline PRD during adolescence and subsequent MU during young adulthood within Black population.
   Methods: A cohort of 595 Black (278 male and 317 female) ninth grade students were followed for 13 years from 1999 (mean age 20) to 2012 (mean age 33). Participants were selected from an economically disadvantaged urban area in the Midwest, United States. The independent variable was PRD measured in 1999. The outcome was average MU between 2000 and 2012 (based on eight measurements). Covariates included age, socio-demographics (family structure, and parental employment), and substance use by friends and parents. Gender was the focal moderator. Linear regression was used for statistical analysis.
   Results: In the pooled sample, PRD in 1999 was not associated with average MU between 2000 and 2012. We did, however, find an interaction effect between baseline PRD and gender on average MU, suggesting stronger association for males than females. In gender-specific models, baseline PRD predicted average MU between 2000 and 2012 for males, but not for females.
   Conclusion: Exposure to PRD during late adolescence may have a larger role on MU of male than female Black young adults. Although we found that males are more vulnerable to the effects of PRD on MU, PRD should be prevented regardless of race, gender, and other social identities. While PRD is pervasive among Black Americans, exposure to PRD increase the risk of MU for Black males. Hence, substance use prevention efforts for Black males, in particular, should emphasize coping with PRD.
C1 [Assari, Shervin] Charles R Drew Univ Med & Sci, Dept Family Med, 1621 E 120th St, Los Angeles, CA 90059 USA.
   [Assari, Shervin] Univ Michigan, Dept Psychiat, Ann Arbor, MI 48109 USA.
   [Assari, Shervin; Caldwell, Cleopatra Howard] Univ Michigan, Sch Publ Hlth, Ctr Res Ethn Culture & Hlth, Ann Arbor, MI 48109 USA.
   [Mistry, Ritesh; Lee, Daniel B.; Caldwell, Cleopatra Howard; Zimmerman, Marc A.] Univ Michigan, Sch Publ Hlth, Dept Hlth Behav & Hlth Educ, Ann Arbor, MI 48109 USA.
   [Zimmerman, Marc A.] Univ Michigan, Sch Publ Hlth, Prevent Res Ctr, Ann Arbor, MI 48109 USA.
C3 Charles R. Drew University of Medicine & Science; University of Michigan
   System; University of Michigan; University of Michigan System;
   University of Michigan; University of Michigan System; University of
   Michigan; University of Michigan System; University of Michigan
RP Assari, S (corresponding author), Charles R Drew Univ Med & Sci, Dept Family Med, 1621 E 120th St, Los Angeles, CA 90059 USA.; Assari, S (corresponding author), Univ Michigan, Dept Psychiat, Ann Arbor, MI 48109 USA.; Assari, S (corresponding author), Univ Michigan, Sch Publ Hlth, Ctr Res Ethn Culture & Hlth, Ann Arbor, MI 48109 USA.
EM assari@umich.edu
RI Assari, Shervin/B-3062-2011
OI Assari, Shervin/0000-0002-5054-6250; Mistry, Ritesh/0000-0003-1514-1466
FU National Institute on Drug Abuse (NIDA) [DA07484]; National Institute on
   Minority Health and Health Disparities; NIMHD [4P60MD006923-05];
   National Institute of Child Health and Human Development; NICHD
   [D084526-03]; National Cancer Institute; NCI [CA201415 02]; National
   Institute on Drug Abuse; NIDA [DA035811-05]
FX This study was funded by the National Institute on Drug Abuse (NIDA)
   (grant DA07484) to MZ. The content of this article does not necessarily
   reflect the views or policies of the National Institute on Drug Abuse.
   SA is partially funded by the grants 4P60MD006923-05 (National Institute
   on Minority Health and Health Disparities; NIMHD; PI = Vickie Mays),
   D084526-03 (National Institute of Child Health and Human Development;
   NICHD), CA201415 02 (the National Cancer Institute; NCI; Co-PI = RM),
   and DA035811-05 (National Institute on Drug Abuse; NIDA; PI = MZ).
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NR 113
TC 29
Z9 35
U1 2
U2 6
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 2296-2360
J9 FRONT PEDIATR
JI Front. Pediatr.
PD MAR 22
PY 2019
VL 7
AR 78
DI 10.3389/fped.2019.00078
PG 11
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Pediatrics
GA HQ6WC
UT WOS:000462557700001
PM 30968004
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Enticott, J
   Braaf, S
   Johnson, A
   Jones, A
   Teede, HJ
AF Enticott, Joanne
   Braaf, Sandra
   Johnson, Alison
   Jones, Angela
   Teede, Helena J.
TI Leaders' perspectives on learning health systems: a qualitative study
SO BMC HEALTH SERVICES RESEARCH
LA English
DT Article
DE Learning health system; Informatics; Data-driven healthcare; evidence;
   healthcare improvement
ID CARE-SYSTEM; IMPLEMENTATION; TECHNOLOGY; INNOVATION; SCIENCE; WORK; US
AB BackgroundIntegrated utilisation of digital health data has the power to transform healthcare to deliver more efficient and effective services, and the learning health system (LHS) is emerging as a model to achieve this. The LHS uses routine data from service delivery and patient care to generate knowledge to continuously improve healthcare. The aim of this project was to explore key features of a successful and sustainable LHS to inform implementation in an Academic Health Science Centre context.MethodsWe purposively identified and conducted semi-structured qualitative interviews with leaders, experienced in supporting or developing data driven innovations in healthcare. A thematic analysis using NVivo was undertaken.ResultsAnalysis of 26 interviews revealed five themes thought to be integral in an effective, sustainable LHS: (1) Systematic approaches and iterative, continuous learning with implementation into healthcare contributing to new best-practice care; (2) Broad stakeholder, clinician and academic engagement, with collective vision, leadership, governance and a culture of trust, transparency and co-design; (3) Skilled workforce, capability and capacity building; (4) Resources with sustained investment over time and; (5) Data access, systems and processes being integral to a sustainable LHS.ConclusionsThis qualitative study provides insights into the elements of a sustainable LHS across a range of leaders in data-driven healthcare improvement. Fundamentally, an LHS requires continuous learning with implementation of new evidence back into frontline care to improve outcomes. Structure, governance, trust, culture, vision and leadership were all seen as important along with a skilled workforce and sustained investment. Processes and systems to optimise access to quality data were also seen as vital in an effective, sustainable LHS. These findings will inform a co-designed framework for implementing a sustainable LHS within the Australian healthcare and Academic Health Science Centre context. It is anticipated that application of these findings will assist to embed and accelerate the use of routine health data to continuously generate new knowledge and ongoing improvement in healthcare delivery and health outcomes.
C1 [Enticott, Joanne; Teede, Helena J.] Monash Univ, Monash Ctr Hlth Res & Implementat, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.
   [Enticott, Joanne; Braaf, Sandra; Johnson, Alison; Jones, Angela; Teede, Helena J.] Monash Partners Acad Hlth Sci Ctr, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.
   [Braaf, Sandra] Monash Univ, Sch Publ Hlth & Prevent Med, 553 St Kilda Rd, Melbourne, Vic 3004, Australia.
C3 Monash University; Monash University
RP Enticott, J (corresponding author), Monash Univ, Monash Ctr Hlth Res & Implementat, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.; Enticott, J (corresponding author), Monash Partners Acad Hlth Sci Ctr, 43-51 Kanooka Grove, Clayton, Vic 3168, Australia.
EM joanne.enticott@monash.edu
RI Enticott, Joanne/I-1587-2014
OI Enticott, Joanne/0000-0002-4480-5690; Reeder, Sandra/0000-0001-7942-0179
FU Medical Research Future Fund; fellowship program for one of the authors
   (JCE) from Monash Partners
FX This work was supported by a fellowship program for one of the authors
   (JCE) from Monash Partners and funded by the Medical Research Future
   Fund.
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NR 49
TC 20
Z9 21
U1 1
U2 15
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1472-6963
J9 BMC HEALTH SERV RES
JI BMC Health Serv. Res.
PD DEC 26
PY 2020
VL 20
IS 1
AR 1087
DI 10.1186/s12913-020-05924-w
PG 13
WC Health Care Sciences & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA PA7EX
UT WOS:000595795100003
PM 33243214
OA gold, Green Submitted, Green Published
DA 2024-07-15
ER

PT J
AU Chafouleas, SM
   Kilgus, SP
   Jaffery, R
   Riley-Tillman, TC
   Welsh, M
   Christ, TJ
AF Chafouleas, Sandra M.
   Kilgus, Stephen P.
   Jaffery, Rose
   Riley-Tillman, T. Chris
   Welsh, Megan
   Christ, Theodore J.
TI Direct behavior rating as a school-based behavior screener for
   elementary and middle grades
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Behavior assessment; Conditional probability indices; Behavior
   expectations; Direct behavior rating
ID SYSTEMATIC DIRECT OBSERVATION; TEACHER EXPECTATIONS; SCORE RELIABILITY;
   SOCIAL-SKILLS; PREDICTIVE-VALIDITY; ACADEMIC ENGAGEMENT; RISK;
   GENERALIZABILITY; STUDENTS; SCALE
AB The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score = 2) and academically engaged behavior (cut score = 8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle school grade level groups. Overall, results supported that disruptive behavior is highly important in evaluating risk status in lower grade levels and that academically engaged behavior becomes more pertinent as students reach higher grade levels. Limitations, future directions, and implications are discussed. (c) 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Chafouleas, Sandra M.; Jaffery, Rose; Welsh, Megan] Univ Connecticut, Storrs, CT 06269 USA.
   [Kilgus, Stephen P.] E Carolina Univ, Greenville, NC 27858 USA.
   [Riley-Tillman, T. Chris] Univ Missouri, Columbia, MO 65211 USA.
   [Christ, Theodore J.] Univ Minnesota, Minneapolis, MN 55455 USA.
C3 University of Connecticut; University of North Carolina; East Carolina
   University; University of Missouri System; University of Missouri
   Columbia; University of Minnesota System; University of Minnesota Twin
   Cities
RP Chafouleas, SM (corresponding author), Univ Connecticut, Dept Educ Psychol, U-2064, Storrs, CT 06269 USA.
EM sandra.chafouleas@uconn.edu
OI Kilgus, Stephen/0000-0003-0218-1004; Riley-Tillman,
   Timothy/0000-0001-7057-0429; Christ, Theodore/0000-0002-5397-0364
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NR 81
TC 50
Z9 67
U1 0
U2 14
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
EI 1873-3506
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD JUN
PY 2013
VL 51
IS 3
BP 367
EP 385
DI 10.1016/j.jsp.2013.04.002
PG 19
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA 197JZ
UT WOS:000322848800006
PM 23816230
DA 2024-07-15
ER

PT J
AU Holmes, A
   Chen, ZX
   Yahng, L
   Fletcher, D
   Kawata, K
AF Holmes, Acacia
   Chen, Zhongxue
   Yahng, Lilian
   Fletcher, David
   Kawata, Keisuke
TI Return to Learn: Academic Effects of Concussion in High School and
   College Student-Athletes
SO FRONTIERS IN PEDIATRICS
LA English
DT Article
DE mild traumatic brain injury; sport-related concussion; sports injury;
   brain injury; high school
ID MILD HEAD-INJURY; NEUROCOGNITIVE PERFORMANCE; SYMPTOMS; RECOMMENDATIONS;
   CLASSROOM; CHILDREN
AB While awareness and understanding of concussion have improved drastically, post-concussion management in academic settings is still at its infancy. The aim of the study was to examine to what extent concussion influences academic performance and to whether there would be a difference in concussion effects on academic performance between high school and college students. This cross-sectional survey study included students, who were between 14 and 24 years old and sustained a sport-related concussion within the previous year. The study used a modified chain-referral sampling method, by distributing a questionnaire link to 3,000 randomly stratified athletic trainers, who worked in high school or college settings. These athletic trainers were then asked to forward the questionnaire link to students in their team, who have sustained a concussion within the previous year. The questionnaire recorded responses regarding demographics (age, sex, race/ethnicity, number of previous concussions); 22 concussion-related symptoms in a binary scale (presence/absence); perception of difficulties in math, reading, writing, computer use, and attention in a 5-point Likert scale; and asymptomatic duration of academic engagement in a 7-point Likert scale. There were 130 respondents with a history of concussion in the past year (n = 59 high school, n = 71 college). While recovering from concussion, significantly more college students (84.5%) reported "difficulty concentrating" than high school students (68.6%: p = 0.049). High -school students experienced more difficulty with math than college students (p = 0.002), whereas college students experienced more difficulty with reading (p = 0.013) and computer use (p = 0.026) than high school students. Asymptomatic duration of cognitive activity was influenced by age (p = 0.0004), where younger students were less tolerant in performing academic tasks after a concussion than older students. Our data indicate that concussions can induce negative symptoms in the academic setting regardless of age. The post-concussion difficulties in academic performance may be a grade-dependent manner, where concussions triggered difficulty in math among high school students and in reading and computer use among college students. It is clear that there is a need for guidelines and accommodations to support students with concussion in academic settings, and the guideline should reflect the age-dependent response to concussions.
C1 [Holmes, Acacia; Kawata, Keisuke] Indiana Univ, Sch Publ Hlth Bloomington, Dept Kinesiol, Bloomington, IN 47405 USA.
   [Chen, Zhongxue] Indiana Univ, Sch Publ Hlth Bloomington, Dept Epidemiol & Biostat, Bloomington, IN USA.
   [Yahng, Lilian] Indiana Univ, Ctr Survey Res, Bloomington, IN USA.
   [Fletcher, David] Indiana Univ, Hlth Ctr, Bloomington, IN USA.
   [Kawata, Keisuke] Indiana Univ, Coll Arts & Sci, Program Neurosci, Bloomington, IN USA.
C3 Indiana University System; Indiana University Bloomington; Indiana
   University System; Indiana University Bloomington; Indiana University
   System; Indiana University Bloomington; Indiana University System;
   Indiana University Bloomington; Indiana University System; Indiana
   University Bloomington
RP Kawata, K (corresponding author), Indiana Univ, Sch Publ Hlth Bloomington, Dept Kinesiol, Bloomington, IN 47405 USA.
EM kkawata@indiana.edu
FU Indiana Spinal Cord & Brain Injury Research Fund from the Indiana State
   Department of Health [ISCBIRF 0019939]; Indiana University OVPR Center
   for Survey Research Methodology Development Award
FX This work was partly supported by the Indiana Spinal Cord & Brain Injury
   Research Fund from the Indiana State Department of Health (to KK:
   ISCBIRF 0019939) and Indiana University OVPR Center for Survey Research
   Methodology Development Award (to KK).
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NR 27
TC 24
Z9 28
U1 1
U2 9
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 2296-2360
J9 FRONT PEDIATR
JI Front. Pediatr.
PD MAR 4
PY 2020
VL 8
AR 57
DI 10.3389/fped.2020.00057
PG 6
WC Pediatrics
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Pediatrics
GA LC1UP
UT WOS:000525114500001
PM 32195210
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Shernof, DJ
   Ruzek, EA
   Sannella, AJ
   Schorr, RY
   Sanchez-Wall, L
   Bressler, DM
AF Shernof, David J.
   Ruzek, Erik A.
   Sannella, Alexander J.
   Schorr, Roberta Y.
   Sanchez-Wall, Lina
   Bressler, Denise M.
TI Student Engagement as a General Factor of Classroom Experience:
   Associations with Student Practices and Educational Outcomes in a
   University Gateway Course
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE student; engagement; classroom; MSEM; ESM; bifactor; university;
   learning
ID SCHOOL ENGAGEMENT; ACADEMIC ENGAGEMENT; SEATING LOCATION; FIT INDEXES;
   NOTE-TAKING; ACHIEVEMENT; MOTIVATION; MODEL; MIDDLE; GOALS
AB The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.
C1 [Shernof, David J.] State Univ New Jersey, Rutgers Univ, Grad Sch Appl & Profess Psychol, Ctr Math Sci & Comp Educ,Dept Sch Psychol, Piscataway, NJ 07305 USA.
   [Ruzek, Erik A.] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA USA.
   [Sannella, Alexander J.] Rutgers Business Sch, Dept Accounting & Informat Syst, Newark, NJ USA.
   [Schorr, Roberta Y.] State Univ New Jersey, Rutgers Univ, Dept Urban Educ, Newark, NJ USA.
   [Sanchez-Wall, Lina] Fairleigh Dickinson Univ, Peter Sammartino Sch Educ, Teaneck, NJ USA.
   [Bressler, Denise M.] State Univ New Jersey, Rutgers Univ, Ctr Math Sci & Comp Educ, Piscataway, NJ USA.
C3 Rutgers University System; Rutgers University New Brunswick; University
   of Virginia; Rutgers University System; Rutgers University New
   Brunswick; Rutgers University Newark; Rutgers University System; Rutgers
   University New Brunswick; Rutgers University Newark; Fairleigh Dickinson
   University; Rutgers University System; Rutgers University New Brunswick
RP Shernof, DJ (corresponding author), State Univ New Jersey, Rutgers Univ, Grad Sch Appl & Profess Psychol, Ctr Math Sci & Comp Educ,Dept Sch Psychol, Piscataway, NJ 07305 USA.
EM david.shernoff@rutgers.edu
OI Ruzek, Erik/0000-0002-0931-1951; Bressler, Denise/0000-0001-5978-8902
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NR 116
TC 15
Z9 21
U1 3
U2 55
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD JUN 15
PY 2017
VL 8
AR 994
DI 10.3389/fpsyg.2017.00994
PG 22
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA EX5TR
UT WOS:000403305900002
PM 28663733
OA gold, Green Published
DA 2024-07-15
ER

PT J
AU Lyon, AR
   Cook, CR
   Larson, M
   Hugh, ML
   Dopp, A
   Hamlin, C
   Reinke, P
   Bose, M
   Law, A
   Goosey, R
   Goerdt, A
   Morrell, N
   Wackerle-Hollman, A
   Pullmann, MD
AF Lyon, Aaron R.
   Cook, Clayton R.
   Larson, Madeline
   Hugh, Maria L.
   Dopp, Alex
   Hamlin, Corinne
   Reinke, Peter
   Bose, Mahasweta
   Law, Amy
   Goosey, Roger
   Goerdt, Annie
   Morrell, Nicole
   Wackerle-Hollman, Alisha
   Pullmann, Michael D.
TI Protocol for a hybrid type 3 effectiveness-implementation trial of a
   pragmatic individual-level implementation strategy for supporting
   school-based prevention programming
SO IMPLEMENTATION SCIENCE
LA English
DT Article
DE Individual determinants; Implementation strategy; Theory of planned
   behavior; Health action process approach; Education sector; Mental and
   behavioral health
ID GOOD BEHAVIOR GAME; MENTAL-HEALTH; INTERVENTIONS; CHILDREN; ADOLESCENTS;
   TEACHERS; IMPACT; INTENTIONS; ENGAGEMENT; CHALLENGES
AB BackgroundFor approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools are the primary setting for children's SEB service delivery. Still, EBPPs are rarely adopted and implemented by front-line educators (e.g., teachers) with sufficient fidelity to see effects. Given that individual behavior change is ultimately required for successful implementation, focusing on individual-level processes holds promise as a parsimonious approach to enhance impact. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a pragmatic, multifaceted pre-implementation strategy targeting volitional and motivational mechanisms of educators' behavior change to enhance implementation and student SEB outcomes. This study protocol describes a hybrid type 3 effectiveness-implementation trial designed to evaluate the main effects, mediators, and moderators of the BASIS-T implementation strategy as applied to Positive Greetings at the Door, a universal school-based EBPP previously demonstrated to reduce student disruptive behavior and increase academic engagement.MethodsThis project uses a blocked randomized cohort design with an active comparison control (ACC) condition. We will recruit and include approximately 276 teachers from 46 schools randomly assigned to BASIS-T or ACC conditions. Aim 1 will evaluate the main effects of BASIS-T on proximal implementation mechanisms (attitudes, subjective norms, self-efficacy, intentions to implement, and maintenance self-efficacy), implementation outcomes (adoption, reach, fidelity, and sustainment), and child outcomes (SEB, attendance, discipline, achievement). Aim 2 will examine how, for whom, under what conditions, and how efficiently BASIS-T works, specifically by testing whether the effects of BASIS-T on child outcomes are (a) mediated via its putative mechanisms of behavior change, (b) moderated by teacher factors or school contextual factors, and (c) cost-effective.DiscussionThis study will provide a rigorous test of BASIS-T-a pragmatic, theory-driven, and generalizable implementation strategy designed to target theoretically-derived motivational mechanisms-to increase the yield of standard EBPP training and support strategies.Trial registrationClinicalTrials.gov ID: NCT05989568. Registered on May 30, 2023.
C1 [Lyon, Aaron R.; Law, Amy; Goosey, Roger; Pullmann, Michael D.] Univ Washington, 6200 NE 74th St,Suite 100, Seattle, WA 98115 USA.
   [Cook, Clayton R.; Larson, Madeline] Character Strong, 4227 S Meridian, Puyallup, WA 98373 USA.
   [Hugh, Maria L.] Univ Kansas, 1122 W Campus Rd, Lawrence, KS 66045 USA.
   [Dopp, Alex] RAND Corp, 1776 Main St, Santa Monica, CA 91604 USA.
   [Hamlin, Corinne; Reinke, Peter; Bose, Mahasweta; Goerdt, Annie; Morrell, Nicole; Wackerle-Hollman, Alisha] Univ Minnesota, 1954 Buford Ave,Suite 425, St Paul, MN 55108 USA.
C3 University of Washington; University of Washington Seattle; University
   of Kansas; RAND Corporation; University of Minnesota System; University
   of Minnesota Twin Cities
RP Lyon, AR (corresponding author), Univ Washington, 6200 NE 74th St,Suite 100, Seattle, WA 98115 USA.
EM lyona@uw.edu
FU Institute of Education Sciences
FX None.
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NR 115
TC 1
Z9 1
U1 1
U2 1
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1748-5908
J9 IMPLEMENT SCI
JI Implement. Sci.
PD JAN 2
PY 2024
VL 19
IS 1
AR 2
DI 10.1186/s13012-023-01330-y
PG 14
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA EH6Z0
UT WOS:001138083100001
PM 38167046
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Van Ryzin, MJ
   Roseth, CJ
AF Van Ryzin, Mark J.
   Roseth, Cary J.
TI Cooperative Learning in Middle School: A Means to Improve Peer Relations
   and Reduce Victimization, Bullying, and Related Outcomes
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE cooperative learning; bullying; victimization; peer relations; middle
   school
ID DIFFICULTIES QUESTIONNAIRE SDQ; PSYCHOLOGICAL ADJUSTMENT; ACADEMIC
   ENGAGEMENT; EARLY ADOLESCENCE; STRESS; AGGRESSION; CHILDHOOD;
   ACHIEVEMENT; STABILITY; STRENGTHS
AB Peer victimization is a highly stressful experience that impacts up to a third of all adolescents and can contribute to a variety of negative outcomes, including elevated anxiety, depression, drug use, and delinquency, as well as reduced self-esteem, school attendance, and academic achievement. Current prevention approaches (e.g., the Olweus program) have a mixed record in American schools. We propose a new approach to prevention that leverages theory and research surrounding the social aspects of bullying and victimization, particularly peer relations. Our approach attempts to (a) break down the process of homophily among bullies and (b) provide a mechanism by which socially isolated students can develop new friendships. Our approach asks teachers to increase opportunities for positive peer interaction through carefully structured, group-based learning activities in school (i.e., cooperative learning). We hypothesized that these positive peer interactions would result in reductions in bullying, victimization, perceived stress, and emotional problems, as well as increases in peer relatedness, among more marginalized students. Using a cluster randomized trial with 15 rural middle schools in the Pacific Northwest (N = 1,460 7th-grade students), we found that cooperative learning significantly reduced bullying, victimization, and perceived stress for marginalized students (i.e., moderated effects) and reduced emotional problems and enhanced relatedness for all students (i.e., main effects). Given that cooperative learning has already been shown to enhance student engagement and achievement in prior research, our results demonstrate that cooperative learning should be a permanent, sustainable component of teacher training and school culture.
   Educational Impact and Implications Statement
   Our findings indicate that cooperative learning can address many of the social problems in middle school that can give rise to bullying and victimization. Due to its established ability to enhance academic achievement, cooperative learning can be seen as a low-risk, high-reward approach to prevention that should enhance, rather than detract from, academic outcomes. Considering its straightforward implementation and flexibility, we hope that our results contribute to increased interest in cooperative learning as a means to support positive academic, social, and behavioral outcomes simultaneously.
C1 [Van Ryzin, Mark J.] Oregon Res Inst, 1776 Millrace Dr, Eugene, OR 97403 USA.
   [Roseth, Cary J.] Michigan State Univ, Coll Educ, E Lansing, MI USA.
C3 Oregon Research Institute; Michigan State University
RP Van Ryzin, MJ (corresponding author), Oregon Res Inst, 1776 Millrace Dr, Eugene, OR 97403 USA.
EM markv@ori.org
FU National Institute on Alcohol Abuse and Alcoholism (NIAAA) [R34AA024275]
FX Financial support for this project was provided by National Institute on
   Alcohol Abuse and Alcoholism (NIAAA) Grant R34AA024275 to Mark J. Van
   Ryzin (principal investigator). The content of this article is solely
   the responsibility of the authors and does not necessarily represent the
   official views of the NIAAA or the National Institutes of Health.
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NR 74
TC 86
Z9 106
U1 9
U2 128
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
EI 1939-2176
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD NOV
PY 2018
VL 110
IS 8
BP 1192
EP 1201
DI 10.1037/edu0000265
PG 10
WC Psychology, Educational
WE Social Science Citation Index (SSCI)
SC Psychology
GA GY7LZ
UT WOS:000448793500009
PM 30911200
OA Green Accepted, Bronze
DA 2024-07-15
ER

PT J
AU Iatarola, P
   Schwartz, AE
   Stiefel, L
   Chellman, CC
AF Iatarola, Patrice
   Schwartz, Amy Ellen
   Stiefel, Leanna
   Chellman, Colin C.
TI Small Schools, Large Districts: Small-School Reform and New York City's
   Students
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID SIZE; ECONOMIES; SCALE; PERFORMANCE; ENROLLMENT; EDUCATION
AB Background/Context: High school reform is currently at the top of the education policy making agenda after years of stagnant achievement and persistent racial and income test score gaps. Although a number of reforms offer some promise of improving U. S. high schools, small schools have emerged as the favored reform model, especially in urban areas, garnering substantial financial investments from both the private and public sectors. In the decade following 1993, the number of high schools in New York City nearly doubled, as new "small" schools opened and large high schools were reorganized into smaller learning communities. The promise of small schools to improve academic engagement, school culture, and, ultimately, student performance has drawn many supporters. However, educators, policy makers, and researchers have raised concerns about the unintended consequences of these new small schools and the possibility that students "left behind" in large, established high schools are incurring negative impacts.
   Research Design: Using 10 years (1993-2003) of data on New York City high schools, we examine the potential systemic effects of small schools that have been identified by critics and researchers. We describe whether small schools, as compared with larger schools, serve an easier-to-educate student body, receive more resources, use those resources differently, and have better outcomes. Further, we examine whether there have been changes in segregation and resource equity across the decade contemporaneous with small-school reform efforts.
   Findings/Results: We find that, although small schools do have higher per-pupil expenditures, lower pupil-teacher ratios, and a smaller share of special education students than larger schools, their students are disproportionately limited English proficient and poor, and their incoming students have lower test scores. Thus, the evidence is mixed with respect to claims that small schools serve an easier-to-educate student body. Systemwide, we find that segregation is relatively stable, and although there have been some changes in the distribution of resources, they are relatively modest.
   Conclusions/Recommendations: If small schools do eventually promote higher achievement (considering their student mix and other factors that differentiate them from larger schools), many more will be needed to house the 91.5% of the students still attending large schools. Otherwise, strategies that work for the vast majority of students who do not attend small schools will need to be identified and implemented.
C1 [Iatarola, Patrice] Florida State Univ, Tallahassee, FL 32306 USA.
   [Schwartz, Amy Ellen] NYU, Inst Educ & Social Policy, New York, NY 10003 USA.
   [Schwartz, Amy Ellen] NYU, Steinhardt Sch Educ, New York, NY 10003 USA.
   [Schwartz, Amy Ellen; Stiefel, Leanna; Chellman, Colin C.] NYU, Wagner Sch Publ Serv, New York, NY 10003 USA.
C3 State University System of Florida; Florida State University; New York
   University; New York University; New York University
RP Iatarola, P (corresponding author), Florida State Univ, Tallahassee, FL 32306 USA.
RI Stiefel, Leanna/K-9392-2019; Chellman, Colin/KFT-3325-2024
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NR 75
TC 20
Z9 48
U1 0
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PY 2008
VL 110
IS 9
BP 1837
EP 1878
PG 42
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA 492XK
UT WOS:000269695700005
DA 2024-07-15
ER

PT J
AU Koorts, H
   Naylor, PJ
   Laws, R
   Love, P
   Maple, JL
   van Nassau, F
AF Koorts, Harriet
   Naylor, Patti-Jean
   Laws, Rachel
   Love, Penelope
   Maple, Jaimie-Lee
   van Nassau, Femke
TI What hinders and helps academics to conduct Dissemination and
   Implementation (D&I) research in the field of nutrition and physical
   activity? An international perspective
SO INTERNATIONAL JOURNAL OF BEHAVIORAL NUTRITION AND PHYSICAL ACTIVITY
LA English
DT Article
DE Implementation; Dissemination; Translation; Physical activity;
   Nutrition; Academia; Barriers; Facilitators; Real-world
AB Background Ineffective research-practice translation is a major challenge to population health improvement. This paper presents an international perspective on the barriers and facilitators associated with the uptake of and engagement in Dissemination and Implementation (D&I) research in the fields of physical activity and nutrition. Methods A mixed methods study involving participants from the International Society for Behavioral Nutrition and Physical Activity (ISBNPA) network. Participants completed an online survey (May-July 2018) and/or participated in a focus group during the annual ISBNPA conference (June 2018). Descriptive statistics were generated for quantitative online and pre-focus group survey data. Fisher's exact tests investigated associations of (i) length of time in academia, (ii) career stage and (iii) country of work, and agreement with 'perceptions of D&I'. Qualitative data were analysed thematically. Results In total, 141 participants responded to the survey (76% female, 21% aged 35-39 years, 14 countries represented) and 25 participated in focus groups (n = 3). Participants self-identified as having knowledge (48%), skills (53%) and experience supporting others (40%) to conduct D&I research. The majority (96%) perceived D&I was important, with 66% having organizational support for D&I, yet only 52% reported prioritizing D&I research. Perceptions of D&I differed by length of time in academia, career stage and country of work. Barriers included: (i) lack of D&I expertise; (ii) lack of organisational support/value for D & I; (iii) embedded scientific beliefs/culture; (iv) methodological challenges with D&I research; (v) funding/publishing priorities and; (vi) academic performance structures. Facilitators included: (i) increased presence/value of D & I; (ii) collective advocacy; (iii) organisational support for D & I; (iv) recruitment of D&I scientists and; (v) restructure of academic performance models, funding/publishing criteria. Conclusions Individual, organisational and system-wide factors hindered academics' engagement with and support for D&I research, which was perceived to reduce opportunities for research-practice translation. Factors were mostly consistent across countries and individual career stages/time spent in academia. Embedding D&I early within academic training, and system-wide reorientation of academic performance and funding structures to promote and facilitate D&I research, are some of the necessary actions to reduce the research-practice gap. Consistent with public health more broadly, these changes are long overdue in the fields of physical activity and nutrition.
C1 [Koorts, Harriet; Laws, Rachel; Love, Penelope; Maple, Jaimie-Lee] Deakin Univ, Sch Exercise & Nutr Sci, IPAN, Geelong, Vic, Australia.
   [Naylor, Patti-Jean] Univ Victoria, Sch Exercise Sci Phys & Hlth Educ, Victoria, BC, Canada.
   [van Nassau, Femke] Vrije Univ Amsterdam, Amsterdam UMC, Dept Publ & Occupat Hlth, Amsterdam, Netherlands.
   [van Nassau, Femke] Vrije Univ Amsterdam, Amsterdam UMC, Amsterdam Publ Hlth Res Inst, Amsterdam, Netherlands.
C3 Deakin University; University of Victoria; Vrije Universiteit Amsterdam;
   University of Amsterdam; University of Amsterdam; Vrije Universiteit
   Amsterdam
RP Koorts, H (corresponding author), Deakin Univ, Sch Exercise & Nutr Sci, IPAN, Geelong, Vic, Australia.
EM h.koorts@deakin.edu.au
RI Love, Penelope/AFK-2081-2022; Laws, Rachel/P-4948-2016
OI Love, Penelope/0000-0002-1244-3947; Laws, Rachel/0000-0003-4328-1116;
   Maple, Jaimie-Lee/0000-0002-5938-1990; Koorts,
   Harriet/0000-0003-1303-6064
FU International Society for Behavioral Nutrition and Physical Activity
   (ISBNPA) Special Interest Group (SIG)
FX This project was funded by the International Society for Behavioral
   Nutrition and Physical Activity (ISBNPA) Special Interest Group (SIG)
   project funding scheme (2017-18).
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NR 21
TC 16
Z9 19
U1 1
U2 6
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
EI 1479-5868
J9 INT J BEHAV NUTR PHY
JI Int. J. Behav. Nutr. Phys. Act.
PD JAN 16
PY 2020
VL 17
IS 1
AR 7
DI 10.1186/s12966-020-0909-z
PG 12
WC Nutrition & Dietetics; Physiology
WE Science Citation Index Expanded (SCI-EXPANDED)
SC Nutrition & Dietetics; Physiology
GA KM0UN
UT WOS:000513832700002
PM 31948456
OA Green Published, Green Accepted, gold
DA 2024-07-15
ER

PT J
AU Jackson, R
   Jordan, JT
AF Jackson, Rebecca
   Jordan, Joshua T.
TI Reliable change in developmental outcomes of Brain Balance<SUP>®</SUP>
   participants stratified by baseline severity
SO FRONTIERS IN PSYCHOLOGY
LA English
DT Article
DE intervention; childhood; behavior; emotionality; academic; reading;
   motor; social
ID WORKING-MEMORY; COGNITIVE-ABILITIES; PRIMITIVE REFLEXES;
   ATTENTION-DEFICIT; MOTOR-SKILLS; CHILDREN; HYPERACTIVITY; ADOLESCENTS;
   YOUNG; INTERVENTIONS
AB The effects of comprehensive multimodal programs on developmental outcomes have not been well-studied. Emerging evidence suggests a possible role for the Brain Balance (R) (BB) program, a multimodal training program, in serving as a nonpharmacologic approach to addressing cognitive, attentional, and emotional issues in youth. In this analysis, we examined the effects of 3 months of participation in the BB program on the outcomes of children and adolescents with developmental difficulties (N = 4,041; aged 4-18 years; 69.7% male). Parent-rated scores on the Brain Balance-Multidomain Developmental Survey (BB-MDS) were used to assess six areas at baseline and post-program: (1) negative emotionality; (2) reading/writing difficulties; (3) hyperactive/disruptive behavior; (4) academic disengagement; (5) motor/coordination problems; and (6) social communication problems. To estimate change from pre- to post-program, we calculated effect size (Cohen's d) and the Reliable Change Index (RCI) for groups stratified by baseline severity. There was a very large effect size for the moderate/high severity (d = 1.63) and extreme severity (d = 2.08) groups, and a large effect size for the mild severity group (d = 0.87). The average percentage of participants who observed reliable change over all BB-MDS domains was 60.1% (RCICTT) for extreme severity, 46.6% (RCICTT) for moderate/high severity, and 21.1% (RCICTT) for baseline mild severity. In additional assessments of primitive reflexes and sensory motor activity, students demonstrated significantly diminished primitive reflexes from pre- to post-participation and significant improvements in sensory motor skills including fine motor skills, gait and aerobic ability, proprioception, rhythm and timing, and eye-gaze stability. Overall, these results demonstrate improvements in primitive reflex integration and sensory motor skills, as well as statistically significant reliable change in emotionality, reading/writing, behavior, academic engagement, motor skills, and social communication in BB participants from pre- to post-program, with the probability and degree of change increasing as the participants' baseline severity increases. These results contribute to the growing literature on the need for evidence-based nonpharmacologic approaches to addressing developmental issues. Future research with well-controlled designs, longitudinal follow-up, implementation across settings, and participant groups in which diagnoses are known, will help to more fully characterize the effects of the BB program.
C1 [Jackson, Rebecca] Brain Balance Achievement Ctr, Naperville, IL 60540 USA.
   [Jordan, Joshua T.] Dominican Univ Calif, Dept Psychol, San Rafael, CA USA.
RP Jackson, R (corresponding author), Brain Balance Achievement Ctr, Naperville, IL 60540 USA.
EM rjackson@brainbalancecenters.com
OI Jackson, Rebecca/0000-0002-4873-4359
FU The authors thank Azra Jaferi PhD for editorial direction in scientific
   manuscript writing and Joaquin Anguera PhD for overall scientific
   guidance and feedback.
FX The authors thank Azra Jaferi PhD for editorial direction in scientific
   manuscript writing and Joaquin Anguera PhD for overall scientific
   guidance and feedback.
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NR 81
TC 0
Z9 0
U1 1
U2 1
PU FRONTIERS MEDIA SA
PI LAUSANNE
PA AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND
SN 1664-1078
J9 FRONT PSYCHOL
JI Front. Psychol.
PD AUG 22
PY 2023
VL 14
AR 1171936
DI 10.3389/fpsyg.2023.1171936
PG 15
WC Psychology, Multidisciplinary
WE Social Science Citation Index (SSCI)
SC Psychology
GA S3BP1
UT WOS:001069959400001
PM 37674742
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Zhang, YC
   Cook, CR
   Azad, GF
   Larson, M
   Merle, JL
   Thayer, J
   Pauls, A
   Lyon, AR
AF Zhang, Yanchen
   Cook, Clayton R.
   Azad, Gazi F.
   Larson, Madeline
   Merle, James L.
   Thayer, Jordan
   Pauls, Alex
   Lyon, Aaron R.
TI A Pre-Implementation Enhancement Strategy to Increase the Yield of
   Training and Consultation for School-Based Behavioral Preventive
   Practices: a Triple-Blind Randomized Controlled Trial
SO PREVENTION SCIENCE
LA English
DT Article
DE Implementation strategy; Theory of planned behavior; Intentions to
   implement; Intervention fidelity; School-based behavioral preventive
   practices
ID EXTERNALIZING BEHAVIOR; CLASSROOM MANAGEMENT; PLANNED BEHAVIOR; TEACHER
   SUPPORT; INTERVENTIONS; SCIENCE; QUALITY; ASSOCIATIONS; ENGAGEMENT;
   PROGRAMS
AB As the most common setting where youth access behavioral healthcare, the education sector frequently employs training and follow-up consultation as cornerstone implementation strategies to promote the implementation of evidence-based practices (EBPs). However, these strategies alone are not sufficient to promote desirable implementation (e.g., intervention fidelity) and youth behavioral outcomes (e.g., mitigated externalizing behaviors). Theory-informed pragmatic pre-implementation enhancement strategies (PIES) are needed to prevent the lackluster outcomes of training and consultation. Specifically, social cognitive theory explicates principles that inform the design of PIES content and specify mechanisms of behavior change (e.g., "intentions to implement" (ITI)) to target increasing providers' responsiveness to training and consultation. This triple-blind parallel randomized controlled trial preliminarily examined the efficacy of a pragmatic PIES based on social cognitive theories (SC-PIES) to improve implementation and youth behavioral outcomes from universal preventive EBPs in the education sector. Teachers from a diverse urban district were recruited and randomly assigned to the treatment (SC-PIES; n(treatment) = 22) or active control condition (administrative meeting; n(control) = 21). Based on the condition assigned, teachers received the SC-PIES or met with administrators before their EBP training. We assessed teachers' ITI, intervention fidelity, and youth behavioral outcome (academic engagement as an incompatible behavior to externalizing disorders) at baseline, immediately after training, and 6 weeks afterward. A series of ANCOVAs detected sizeable effects of SC-PIES, where teachers who received SC-PIES demonstrated significantly larger improvement in their ITI, intervention fidelity, and youth behaviors as compared to the control. Conditional analyses indicated that teachers' ITI partially mediated the effect of SC-PIES on intervention fidelity, which in turn led to improved youth behaviors. Findings suggest that theory-informed pragmatic PIES targeting providers' ITI can boost their responsiveness to implementation strategies, as reflected in improved implementation behaviors and youth behavioral outcomes. The results have implications for targeting motivational mechanisms of behavior change and situating preventive implementation strategies at the intersection between the preparation and active implementation stages of an implementation process. Limitations and implications for research and practice are discussed. Clinicaltrials.gov: NCT05240222. Registered on: 2/14/2022. Retrospectively registered.
C1 [Zhang, Yanchen; Pauls, Alex] Univ Iowa, Dept Psychol & Quantitat Fdn, 361 Lindquist Ctr, Iowa City, IA 52242 USA.
   [Cook, Clayton R.; Thayer, Jordan] Univ Minnesota, Dept Educ Psychol, 341 Educ Sci Bldg,56 East River Rd, Minneapolis, MN 55455 USA.
   [Azad, Gazi F.] Columbia Univ, Vagelos Coll Phys & Surg, 1051 Riverside Dr, New York, NY 10032 USA.
   [Larson, Madeline] Univ Minnesota, Ctr Appl Res & Educ Improvement, 1954 Buford Ave,Suite 425, St Paul, MN 55108 USA.
   [Merle, James L.] Univ Utah, Sch Med, Dept Populat Hlth Sci, 295 Chipeta Way, Salt Lake City, UT 84108 USA.
   [Lyon, Aaron R.] Univ Washington, Dept Psychiat & Behav Sci, Box 354920,6200 NE 74th St,Suite 110, Seattle, WA 98115 USA.
C3 University of Iowa; University of Minnesota System; University of
   Minnesota Twin Cities; Columbia University; University of Minnesota
   System; University of Minnesota Twin Cities; Utah System of Higher
   Education; University of Utah; University of Washington; University of
   Washington Seattle
RP Zhang, YC (corresponding author), Univ Iowa, Dept Psychol & Quantitat Fdn, 361 Lindquist Ctr, Iowa City, IA 52242 USA.
EM yanchen-zhang@uiowa.edu; crcook@umn.edu; gfa2111@cumc.columbia.edu;
   lars5424@umn.edu; james.merle@utah.edu; thaye053@umn.edu;
   alex-pauls@uiowa.edu; lyona@uw.edu
RI Zhang, Yanchen/S-8158-2019
OI Zhang, Yanchen/0000-0003-1756-1077
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NR 87
TC 2
Z9 2
U1 0
U2 3
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1389-4986
EI 1573-6695
J9 PREV SCI
JI Prev. Sci.
PD APR
PY 2023
VL 24
IS 3
SI SI
BP 552
EP 566
DI 10.1007/s11121-022-01464-3
EA NOV 2022
PG 15
WC Public, Environmental & Occupational Health
WE Social Science Citation Index (SSCI)
SC Public, Environmental & Occupational Health
GA E4EB9
UT WOS:000881925100002
PM 36367633
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Bakth, FN
   Hoffman, AJ
   Schacter, HL
AF Bakth, Faizun N.
   Hoffman, Adam J.
   Schacter, Hannah L.
TI Investigating the Relation Between Ethnic-Racial Identity and Classroom
   Engagement Among Cherokee Adolescents: Cultural Socialization as a
   Moderator
SO CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
LA English
DT Article
DE ethnic-racial centrality; ethnic-racial regard; parental cultural
   socialization; classroom engagement; Native American
ID AFRICAN-AMERICAN ADOLESCENTS; MULTIDIMENSIONAL INVENTORY; BLACK
   IDENTITY; SCHOOL; DISCRIMINATION; YOUTH; FAMILY; IDENTIFICATION;
   ACHIEVEMENT; RESILIENCE
AB Public Significance Statement Cherokee adolescents who had a stronger and more positive ethnic-racial identity were more likely to report being engaged in their classroom activities. Moreover, positive associations between ethnic-racial identity and classroom engagement were strengthened when adolescents reported receiving messages of cultural pride from parents and were weakened when parents prepared them for bias they may experience in their lives. These findings suggest that the kind of messages that parents relay when they talk with their children about their ethnicity/race can be beneficial for enhancing the positive relationship between ethnic-racial identity and classroom engagement, particularly through pride socialization messages.
   Objective: Ethnic-racial identity is an important factor that can promote classroom engagement among ethnic-racial minority adolescents. However, the relationship between ethnic-racial identity and academic engagement remains severely understudied among Native American youth, who report some of the lowest levels of classroom engagement among ethnic-racial minority youth in the United States. Thus, the present study aimed to investigate the relation between ethnic-racial identity and classroom engagement among Cherokee youth. Further, we sought to examine the role of parental cultural socialization as a factor that could moderate this association. Method: The analytic sample consisted of 211 Cherokee adolescents (M = 12.72, SD = .97; female = 52%). Participants were recruited from Grades 6 to 8 from one tribal (60% or n = 126) and two public (40% or n = 85) middle schools. Adolescents completed survey measures of ethnic-racial centrality, private regard, public regard, parental pride socialization, parental preparation for bias socialization, and classroom engagement. Results: Analyses showed that ethnic-racial centrality and regard were positively associated with classroom engagement. Furthermore, pride socialization enhanced the relation between private regard and engagement. Unexpectedly, preparation for bias mitigated the relation between public regard and engagement. Conclusions: The present study demonstrates an important association between ethnic-racial identity and classroom engagement for Cherokee youth. Furthermore, findings highlight the importance of parental cultural socialization as a potential malleable factor that can enhance or diminish the relation between ethnic-racial identity and classroom engagement for Cherokee adolescents. These results suggest that encouraging parental cultural socialization, particularly pride socialization, may be beneficial in promoting classroom engagement for Cherokee youth.
C1 [Bakth, Faizun N.; Schacter, Hannah L.] Wayne State Univ, Dept Psychol, 7th Floor,5057 Woodward Ave, Detroit, MI 48202 USA.
   [Hoffman, Adam J.] Cornell Univ, Dept Psychol, Ithaca, NY 14853 USA.
C3 Wayne State University; Cornell University
RP Bakth, FN (corresponding author), Wayne State Univ, Dept Psychol, 7th Floor,5057 Woodward Ave, Detroit, MI 48202 USA.
EM faizunbakth@wayne.edu
OI Bakth, Faizun/0000-0001-5771-853X; Hoffman, Adam/0000-0001-5508-3905
FU Society for the Psychological Study of Social Issues; Department of
   Psychology and Neuroscience at the University of North Carolina at
   Chapel Hill (UNCChapel Hill); National Science Foundation Graduate
   Research Fellowship
FX Data collection was supported by the Society for the Psychological Study
   of Social Issues, Grants-In-Aid Award; the Department of Psychology and
   Neuroscience at the University of North Carolina at Chapel Hill
   (UNCChapel Hill) Dashiell Student Dissertation Start-Up Grant; and the
   National Science Foundation Graduate Research Fellowship awarded to Adam
   J. Hoffman. Any opinions, conclusions, or recommendations expressed in
   this paper are those of the authors and do not necessarily reflect the
   views of the National Science Foundation, the Society for the
   Psychological Study of Social Issues, or the Department of Psychology
   and Neuroscience at UNCChapel Hill. We thank the Eastern Band of
   Cherokee Indians and participating public schools. Also, a special
   thanks to the American Indian Center at UNC-Chapel Hill for their aid in
   facilitating this research relationship. Research data for the study are
   not shared.
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NR 58
TC 0
Z9 0
U1 3
U2 9
PU EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA
SN 1099-9809
EI 1939-0106
J9 CULT DIVERS ETHN MIN
JI Cult. Divers. Ethn. Minor. Psychol.
PD APR
PY 2022
VL 28
IS 2
BP 182
EP 192
DI 10.1037/cdp0000530
EA FEB 2022
PG 11
WC Ethnic Studies; Psychology, Social
WE Social Science Citation Index (SSCI)
SC Ethnic Studies; Psychology
GA ZX8OP
UT WOS:000757539300001
PM 35191720
OA hybrid
DA 2024-07-15
ER

PT J
AU Eiraldi, R
   Lawson, GM
   Glick, HA
   Khanna, MS
   Beidas, R
   Fishman, J
   Rabenau-McDonnell, Q
   Wilson, T
   Comly, R
   Schwartz, BS
   Jawad, AF
AF Eiraldi, Ricardo
   Lawson, Gwendolyn M.
   Glick, Henry A.
   Khanna, Muniya S.
   Beidas, Rinad
   Fishman, Jessica
   Rabenau-McDonnell, Quinn
   Wilson, Tara
   Comly, Rachel
   Schwartz, Billie S.
   Jawad, Abbas F.
TI Implementation fidelity, student outcomes, and cost-effectiveness of
   train-the-trainer strategies for Masters-level therapists in urban
   schools: results from a cluster randomized trial
SO IMPLEMENTATION SCIENCE
LA English
DT Article
DE Train-the-trainer; Urban schools; Implementation; Consultation; Group
   cognitive behavioral therapy; Anxiety disorders
ID MENTAL-HEALTH; PROGRAM; DISSEMINATION; CLINICIAN; CHILDREN;
   DISAFFECTION; ENGAGEMENT; DISORDERS; ANXIETY; MODEL
AB BackgroundLittle is known about the effectiveness and cost-effectiveness of train-the-trainer implementation strategies in supporting mental health evidence-based practices in schools, and about the optimal level of support needed for TT strategies.MethodsThe current study is part of a larger type 2 hybrid cluster randomized controlled trial. It compares two train-the-trainer strategies, Train-the-Trainer (TT) and Train-the-Trainer plus ongoing consultation for trainers (TT +) on the delivery of a group cognitive behavioral treatment protocol for anxiety disorders. Participants were 33 therapists, 29 supervisors, and 125 students who were at risk for anxiety disorders from 22 urban schools. Implementation outcomes were implementation fidelity and treatment dosage. Student outcomes were child- and parent-reported symptoms of anxiety, child-reported symptoms of depression, and teacher-reported academic engagement. We estimated the cost of implementing the intervention in each condition and examined the probability that a support strategy for supervisors (TT vs TT +) is a good value for varying values of willingness to pay.ResultsTherapists in the TT and TT + conditions obtained similarly high implementation fidelity and students in the conditions received similar treatment dosages. A mixed effects modeling approach for student outcomes revealed time effects for symptoms of anxiety and depression reported by students, and emotional disaffection reported by teachers. There were no condition or condition x times effects. For both conditions, the time effects indicated an improvement from pre-treatment to post-treatment in symptoms of anxiety and depression and academic emotional engagement. The average cost of therapist, supervisor, and consultant time required to implement the intervention in each condition was $1002 for TT and $1431 for TT + (p = 0.01). There was a greater than 80% chance that TT was a good value compared to TT + for all values of willingness to pay per one-point improvement in anxiety scores.ConclusionsA TT implementation approach consisting of a thorough initial training workshop for therapists and supervisors as well as ongoing supervision for therapists resulted in adequate levels of fidelity and student outcomes but at a lower cost, compared to the TT + condition that also included ongoing external expert consultation for supervisors.Trial registrationClinicalTrials.gov identifier: NCT02651402.
C1 [Eiraldi, Ricardo; Lawson, Gwendolyn M.; Rabenau-McDonnell, Quinn; Wilson, Tara; Comly, Rachel; Schwartz, Billie S.; Jawad, Abbas F.] Childrens Hosp Philadelphia, Roberts Ctr Pediat Res, 2716 South St,Room 8293, Philadelphia, PA 19146 USA.
   [Eiraldi, Ricardo; Jawad, Abbas F.] Univ Penn, Perelman Sch Med, Dept Pediat, 3400 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
   [Eiraldi, Ricardo; Lawson, Gwendolyn M.; Fishman, Jessica] Univ Penn, Perelman Sch Med, Dept Psychiat, 3535 Market St, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Dept Biostat & Epidemiol, 423 Guardian Dr, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Perelman Sch Med, Dept Med, 3400 Civ Ctr Blvd, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Wharton Sch, 3620 Locust Walk, Philadelphia, PA 19104 USA.
   [Glick, Henry A.] Univ Penn, Leonard Davis Inst Hlth Econ, 3641 Locust Walk 210, Philadelphia, PA 19104 USA.
   [Khanna, Muniya S.] OCD & Anxiety Inst, 3138 Butler Pike 200, Plymouth Meeting, PA 19462 USA.
   [Beidas, Rinad] Northwestern Univ, Feinberg Sch Med, Dept Med Social Sci, 625 N Michigan Ave, Chicago, IL 60611 USA.
   [Fishman, Jessica] Univ Penn, Annenberg Sch Commun, Message Effects Lab, 3620 Walnut St, Philadelphia, PA 19104 USA.
C3 University of Pennsylvania; Pennsylvania Medicine; Childrens Hospital of
   Philadelphia; University of Pennsylvania; University of Pennsylvania;
   University of Pennsylvania; University of Pennsylvania; University of
   Pennsylvania; University of Pennsylvania; Northwestern University;
   Feinberg School of Medicine; University of Pennsylvania
RP Eiraldi, R (corresponding author), Childrens Hosp Philadelphia, Roberts Ctr Pediat Res, 2716 South St,Room 8293, Philadelphia, PA 19146 USA.; Eiraldi, R (corresponding author), Univ Penn, Perelman Sch Med, Dept Pediat, 3400 Civ Ctr Blvd, Philadelphia, PA 19104 USA.; Eiraldi, R (corresponding author), Univ Penn, Perelman Sch Med, Dept Psychiat, 3535 Market St, Philadelphia, PA 19104 USA.
EM eiraldi@upenn.edu
OI Beidas, Rinad/0000-0001-6056-6071; Eiraldi, Ricardo/0000-0003-3997-696X
FU National Institute of Mental Health
FX We gratefully acknowledge the students, parents, teachers, and agency
   personnel participants who took their valuable time to participate in
   this study.
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NR 49
TC 0
Z9 0
U1 1
U2 1
PU BMC
PI LONDON
PA CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND
SN 1748-5908
J9 IMPLEMENT SCI
JI Implement. Sci.
PD JAN 25
PY 2024
VL 19
IS 1
AR 4
DI 10.1186/s13012-023-01333-9
PG 19
WC Health Care Sciences & Services; Health Policy & Services
WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)
SC Health Care Sciences & Services
GA FV9S8
UT WOS:001148752900001
PM 38273369
OA Green Published, gold
DA 2024-07-15
ER

PT J
AU Boliver, V
   Capsada-Munsech, Q
AF Boliver, Vikki
   Capsada-Munsech, Queralt
TI Does ability grouping affect UK primary school pupils' enjoyment of
   Maths and English?
SO RESEARCH IN SOCIAL STRATIFICATION AND MOBILITY
LA English
DT Article
DE Ability grouping; Setting; Streaming; Tracking; Labelling
ID ACADEMIC SELF-CONCEPTS; SYMBOLIC VIOLENCE; SECONDARY-SCHOOL; STUDENTS;
   ATTAINMENT; ACHIEVEMENT; IMPACT; BIASES; VIEWS
AB Advocates of grouping pupils by measured ability for instructional purposes claim that ability-homogeneous classrooms increase the attainment of high-ability pupils without detriment to the attainment of pupils judged to be of lower ability. Opponents of ability grouping, in contrast, argue that high-ability pupils do at best only marginally better in ability-homogeneous classrooms than they would have done in mixed-ability settings, whereas low-ability pupils do significantly worse. One mechanism posited by the critics of ability grouping is that this practice causes psychological harm to those labelled low-ability, resulting in a self-fulfilling prophecy of low attainment. Most previous studies have measured this posited psychological impact of ability grouping in terms of pupils' "academic self-concept", a term which refers to pupils' perceptions of how good they are in relation to particular subjects or to academic study generally. This paper explores the related but distinct concept of "academic enjoyment", which refers to the extent to which pupils like the particular subjects they study, and like school generally, which has been shown to be positively correlated with academic engagement and achievement. While academic self-concept may change over time as pupils become aware of their level of academic performance, as indicated by test scores and/or their placement in particular ability groups, this need not be the case for change over time in pupils' enjoyment of their studies which could, in theory at least, remain stable or change in a uniform direction regardless of the ability group in which pupils are taught. In this paper we explore whether pupils' enjoyment of Maths, English, and school generally, changes in a differential manner between the ages of 7 and 11 depending on the ability group in which pupils were placed at age 7. We do so by drawing on data from the Millennium Cohort Study (MCS) which has followed a nationally representative sample of children in the UK born between 2000 and 2002. Compared to pupils in the high ability group, those in the low ability group were less likely to come to enjoy, continue to enjoy, or increase their enjoyment of Maths between the ages of 7 and 11, both before and after controlling for pupils' measured ability in Maths at age 7 and the key demographic variables of gender and social class background. Similar divergences with respect to enjoyment of English and school generally were evident before controlling for these additional factors, but were largely statistically insignificant after the inclusion of these controls. Overall our findings suggest that ability grouping in primary schools does more harm than good, at least in relation to pupils' enjoyment of Maths.
C1 [Boliver, Vikki] Univ Durham, Dept Sociol, 32 Old Elvet, Durham DH1 3HN, England.
   [Capsada-Munsech, Queralt] Univ Glasgow, Sch Educ, 11 Eldon St, Glasgow G3 6NH, Lanark, Scotland.
C3 Durham University; University of Glasgow
RP Boliver, V (corresponding author), Univ Durham, Dept Sociol, 32 Old Elvet, Durham DH1 3HN, England.
EM vikki.boliver@durham.ac.uk; queralt.capsada-munsech@glasgow.ac.uk
RI Capsada-Munsech, Queralt/F-6098-2016
OI Capsada-Munsech, Queralt/0000-0002-0361-3772; Boliver,
   Vikki/0000-0002-5629-5544
FU NORFACE Joint Research Programme on Dynamics of Inequality Across the
   Life-course - European Commission [724363]; H2020 Societal Challenges
   Programme [724363] Funding Source: H2020 Societal Challenges Programme
FX The submitted paper forms part of the work of the LIFETRACK research
   project funded by the NORFACE Joint Research Programme on Dynamics of
   Inequality Across the Life-course, which is co-funded by the European
   Commission through Horizon 2020 under grant agreement No 724363.
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NR 58
TC 4
Z9 5
U1 4
U2 13
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0276-5624
EI 1878-5654
J9 RES SOC STRAT MOBIL
JI Res. Soc. Stratif. Mobil.
PD DEC
PY 2021
VL 76
AR 100629
DI 10.1016/j.rssm.2021.100629
PG 9
WC Sociology
WE Social Science Citation Index (SSCI)
SC Sociology
GA ZR8BA
UT WOS:000768002000001
OA Green Accepted
DA 2024-07-15
ER

PT J
AU Kumi-Yeboah, A
AF Kumi-Yeboah, Alex
TI The Multiple Worlds of Ghanaian-Born Immigrant Students and Academic
   Success
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID UNITED-STATES; SCHOOL; EDUCATION; SOCIALIZATION; ADJUSTMENT; CHILDREN;
   SUPPORT; SEARCH; FAMILY; YOUTH
AB Background/Context: The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the academic success of immigrant students. However; there is a dearth of research about how Ghanaian-born immigrant youth (African-born immigrant youth) integrate the experiences surrounding their multiple worlds of families, schools, peers, and teachers in their daily lives to affect academic achievement.
   Purpose/Objectives/ Research/Focus of Study: This qualitative study explores the factors associated with immigrant students from Ghana to strategize how to combine their multiple worlds of families, schools, peers, and teachers to affect academic engagement within contexts of school and classroom situations. Another aim was to was to explore teachers' perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana. I analyzed two interviews (face-to-face and focus group) transcripts (students and teachers).
   Population/Participants/Subjects: Forty Ghanaian-born immigrant students and 10 certified teachers in the Atlanta, Georgia, metropolitan area were recruited and interviewed. I interviewed 40 students (n = 23 male and n = 17 female) in 10th grade (8 students), 11th grade (20 students) and 12th grade (12 students) and 10 teachers including 4 Whites, 2 African Americans, 3 Latino/as, and 1 Biracial.
   Research Design: The study used a qualitative research design by using open-ended semi-structured and focus group interviews in which the participants were comfortable in the interviews. With the assistance of the Ghanaian Immigrant Association in Atlanta and the school district, I sampled for Ghanaian-born immigrant students (students who were born in Ghana with one or two African-born parents and who migrated to the U.S.) and teachers to participate in the study. All data from semistructured and focus group interviews were transcribed and analyzed to address the research questions of the study.
   Findings/Results: The study findings revealed seven emergent themes: desire to succeed in school, managing two worlds and relationships with teachers and peers in the classroom, crossing boundaries with educational opportunities, managing transitions in school, and the role of parents.
   Conclusions and Recommendations: The findings suggest that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds of African culture, education, family values, learning new cultures, and adapting to new school settings to achieve success in American educational systems. Overall, Ghanaian-born immigrant students developed strategies to manage two worlds in school, which shaped their perspectives and helped them to cross boundaries as stipulated in the students' multiple worlds model. Therefore, it is important that teachers, educators, and school administrators understand the social, cultural, and educational backgrounds of these immigrant students as not much is written about them with regards to their transition to schools in the United States educational system.
C1 [Kumi-Yeboah, Alex] SUNY Albany, Sch Educ, Dept Educ Theory & Practice, Educ, Albany, NY 12222 USA.
C3 State University of New York (SUNY) System; State University of New York
   (SUNY) Albany
RP Kumi-Yeboah, A (corresponding author), SUNY Albany, Sch Educ, Dept Educ Theory & Practice, Educ, Albany, NY 12222 USA.
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NR 68
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PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0161-4681
EI 1467-9620
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD SEP
PY 2018
VL 120
IS 9
AR 090306
PG 48
WC Education & Educational Research
WE Social Science Citation Index (SSCI)
SC Education & Educational Research
GA HO2ZO
UT WOS:000460787200006
DA 2024-07-15
ER

PT J
AU Athanases, SZ
   Achinstein, B
   Curry, MW
   Ogawa, RT
AF Athanases, Steven Z.
   Achinstein, Betty
   Curry, Marnie W.
   Ogawa, Rodney T.
TI The Promise and Limitations of a College-Going Culture: Toward Cultures
   of Engaged Learning for Low-SES Latina/o Youth
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID NO CHILD LEFT; SCHOOL; CLASSROOM; ADOLESCENTS; INSTRUCTION; EDUCATION;
   TEACHERS; SUPPORT; POLICY
AB Background/Context: Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining pedagogical discourse. Seldom are ideas from these two literatures brought together to examine promises and tensions of effectively preparing youth of color for higher education. Our study examined both school and classroom levels to develop such understanding.
   Purpose/Objective/Research Question/Focus of Study: The purpose was to learn how high schools committed to reversing historic underrepresentation of low-SES students of color in higher education may leverage two dimensions of schooling to hit this goal: development of a school-wide college-going culture with norms and roles that articulate high expectations and provide extensive supports toward college admissions and academically engaging classroom experiences that include rigorous and meaningful disciplinary challenges, supported by language- rich communication, collaboration, culture, and context. To learn about one school's complex college-for-all efforts, we asked: How is a college-going culture enacted at the school, and by whom, to support Latina/o students in gaining access to college? What is the nature of academic engagement at the school that may help prepare Latina/o students for college?
   Setting: Urban College Academy (UCA) is a public charter high school whose population was 98% Latina/o, 35% English learners, 81% receiving free/reduced price lunch. UCA's entering students were predominantly two or more years below grade level in reading and computing, according to standardized tests. The school explicitly recruits students who have previously failed a course, and the mission statement identifies "underachieving students" as UCA's target population. Students are mostly of Mexican origin, with roughly 80% first generation.
   Population/Participants/Subjects: We collected data from school leaders, teachers, counselors, parents, and students. At classroom level, we selected six focal teachers (diverse in subject areas, ethnicity/race, and gender). We examined work and perspectives of focal students representative of academic performance and English language proficiency per focal class.
   Research Design: We treat UCA as a "critical case," holding strategic importance to the problem on which the study focuses. Using qualitative methods, a survey, and structured observation scores, we worked to integrate, associate, and counter themes and findings between and across school organization and classroom levels.
   Data Collection and Analysis: School-level analysis focused on normative social structures (goals, values, norms, and roles); resource allocations associated with advancing a mission to promote Latina/o students' academic success and college acceptance; and factors UCA identified as relevant. Drawing on over 40 hours of transcribed interviews with a wide range of participants, we developed themes and triangulated with other data. Classroom observation data were analyzed using CLASS and Standards Performance Continuum protocols, supported by other analyses. Teacher cases used teacher history and reflections on practice; videos, annotated fieldnotes; materials of teaching; and student work samples and focus groups. We found comparisons, contrasts, and tensions across lessons and classes; one case emerges as "a pocket of promise."
   Conclusions/Recommendations: The study reveals a need for ongoing attention to both a college-going culture and instructional interactions. It highlights distinctions between college talk (talk about college) and college-level academic discourse, or socialization versus academic functions of schooling for college access and success. The study uncovers promising instructional interactions, as well as tensions, in engaging low-SES Latina/o students in academically rigorous work. Results suggest schools supporting low-SES youth of color may need a schoolwide culture of engaged learning that is rigorous, meaningful, and infused throughout school.
C1 [Athanases, Steven Z.] Univ Calif Davis, Sch Educ, Davis, CA 95616 USA.
   [Achinstein, Betty; Curry, Marnie W.; Ogawa, Rodney T.] Univ Calif Santa Cruz, Ctr Educ Res Interest Underserved Students, Santa Cruz, CA 95064 USA.
C3 University of California System; University of California Davis;
   University of California System; University of California Santa Cruz
RP Athanases, SZ (corresponding author), Univ Calif Davis, Sch Educ, Davis, CA 95616 USA.
FU William T. Grant Foundation [10935]; Flora Family Foundation [2010-1830]
FX This study is part of a research program entitled Schools Organized for
   Latina/o Educational Success (B. Achinstein and R. T. Ogawa, PIs) funded
   by grants from the William T. Grant Foundation [Grant #10935] and The
   Flora Family Foundation [Grant #2010-1830]. Views expressed in this
   article are not those of the funders. An earlier version of this article
   was presented at the American Educational Research Association Annual
   Meeting, Vancouver, 2012. The authors acknowledge support of UCA staff,
   students, and families who shared their experiences. We also thank our
   multicampus research team for assistance and insights: Luciana C. de
   Oliveira, Paulina Moreno, Serena Padilla, Etmae Brinkers, Jose Rosario,
   Marina Castro, Everett Au, Adriana Escarega, Mercedes de la Riva,
   Reynaldo Rodriguez, Victor Lagunes, and Naficeh Dastgheyb. We also are
   grateful to Ana Maria Villegas and Peggy Estrada for helpful feedback on
   our research.
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DA 2024-07-15
ER

PT J
AU Prendergast, M
   Pinto, AMC
   Harvey, CJ
   Muir, E
AF Prendergast, Mabel
   Pinto, Alexandra M. Cardoso
   Harvey, Christopher-James
   Muir, Elizabeth
TI Burnout in early year medical students: experiences, drivers and the
   perceived value of a reflection-based intervention
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE Burnout; Cognitive fatigue; Emotional exhaustion; Reflection; Medical
   students
ID STRESS; IMPACT; EDUCATION
AB IntroductionAccording to the 11th Revision of the International Classification of Diseases, burnout is defined as a syndrome resulting from chronic work-related stress that has not been successfully managed. Burnout is increasingly prevalent amongst medical students and has been shown to lead to worsened academic engagement, feelings of inadequacy, poor mental health and increased risk of withdrawal from the course. The aim of this study was to explore the experience of burnout amongst early year medical students and evaluate the perceived impact of a reflection-based intervention on their awareness and experience of burnout.MethodsThe reflection-based intervention comprised two tutorials covering the presentation, drivers, impact and management strategies for burnout syndrome. These were introduced into the second-year medical curriculum at Imperial College London. As part of the reflection-based intervention, students were invited to complete an anonymous Qualtrics form three times during the academic year. This included the Shirom-Melamed Burnout Measure (SMBM) and a free-text question prompting the student to consider their stressors at the time of completing the intervention. The former is composed of 14-questions measuring the extent of feelings or behaviours suggestive of burnout, divided into three categories: physical fatigue, cognitive weariness and emotional exhaustion. At the end of the academic year, students were invited to participate in an online focus group to further explore their experience of burnout and their perceived value of the reflection-based intervention. Results of the SMBM were explored descriptively; free-text questions and the focus group transcript were analysed using inductive thematic analysis.ResultsA total of 59 submissions for the reflection-based intervention were analysed: 26 students participated and consented in the first round, 8 in the second and 25 in the third round. Overall median burnout scores were 4 (IQR 3-5), 2 (IQR 1-4) and 3 (IQR 2-5) in each round of the SMBM, respectively. A total of 8 (30.8%) met the threshold for severe burnout (>= 4.4) in round 1 of the questionnaire, zero in the second round and 4 (16%) in the third round. Physical and cognitive fatigue showed higher median scores than emotional exhaustion in every round. Four students participated in the focus group, which had two sections. The first was reflecting on burnout in medical school and the intervention, which revealed four themes: (1) indicators of burnout (often insidious, but may involve lack of energy and motivation, or changes in perceived personality); (2) perceived drivers of burnout (perceived expectation that medical school is supposed to be challenging and consistent prioritisation of work over wellbeing); (3) working habits of medical students (unachievable self-expectations and feelings of guilt when not working); (4) value of the intervention (the teaching and reflection-based intervention prompted students to identify signs of burnout in themselves and consider management strategies).
   The second section included considerations for implementing burnout interventions into the medical school curriculum, which revealed three themes: (1) desire to learn about burnout (students hoped to gain insight into burnout and methods of prevention as part of their curriculum); (2) importance of community (group interventions and the involvement of Faculty helped students feel less isolated in their experiences); (3) feasibility of interventions (sustainable interventions are likely to be those that are efficient, such as using multiple-choice questions, and with allocated periods in their timetable).ConclusionSecond-year medical students demonstrated symptoms and signs of burnout, including exhaustion, lack of motivation and changes in personality. They also expressed a desire to gain greater awareness of burnout and insight into preventative strategies within the medical curriculum. Whilst certain drivers of burnout can be prevented by students themselves through adequate prevention strategies, many remain systemic issues which require curriculum-level change to be effectively addressed. The students found that the reflection-based intervention was effective at improving their perception of burnout and a convenient tool to use, which could be implemented more widely and continued longer-term throughout medical school.
C1 [Prendergast, Mabel; Pinto, Alexandra M. Cardoso] Imperial Coll London, Sch Med, London, England.
   [Harvey, Christopher-James] Imperial Coll London, Sch Publ Hlth, London, England.
   [Muir, Elizabeth] Imperial Coll, Dept Primary Care & Publ Hlth, London, England.
C3 Imperial College London; Imperial College London; Imperial College
   London
RP Prendergast, M (corresponding author), Imperial Coll London, Sch Med, London, England.
EM mabel.prendergast18@imperial.ac.uk
OI Cardoso Pinto, Alexandra M./0000-0001-5852-4841; Harvey,
   Christopher-James/0000-0003-2269-9089
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WC Education & Educational Research; Education, Scientific Disciplines
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OA gold, Green Published
DA 2024-07-15
ER

EF