Sample records for academic behavioural confidence

  1. Contrasting Academic Behavioural Confidence in Mexican and European Psychology Students

    ERIC Educational Resources Information Center

    Ochoa, Alma Rosa Aguila; Sander, Paul

    2012-01-01

    Introduction: Research with the Academic Behavioural Confidence scale using European students has shown that students have high levels of confidence in their academic abilities. It is generally accepted that people in more collectivist cultures have more realistic confidence levels in contrast to the overconfidence seen in individualistic European…

  2. Current Developments in Measuring Academic Behavioural Confidence

    ERIC Educational Resources Information Center

    Sander, Paul

    2009-01-01

    Using published findings and by further analyses of existing data, the structure, validity and utility of the Academic Behavioural Confidence scale (ABC) is critically considered. Validity is primarily assessed through the scale's relationship with other existing scales as well as by looking for predicted differences. The utility of the ABC scale…

  3. The Key to Successful Achievement as an Undergraduate Student: Confidence and Realistic Expectations?

    ERIC Educational Resources Information Center

    Nicholson, Laura; Putwain, David; Connors, Liz; Hornby-Atkinson, Pat

    2013-01-01

    This study examined how expectations of independent study and academic behavioural confidence predicted end-of-semester marks in a sample of undergraduate students. Students' expectations and academic behavioural confidence were measured near the beginning of the semester, and academic performance was taken from aggregated end-of-semester marks.…

  4. Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.

    PubMed

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-12-01

    Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills. © 2012 The British Psychological Society.

  5. A Path Analysis Model Pertinent to Undergraduates' Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

    ERIC Educational Resources Information Center

    Kirikkanat, Berke; Soyer, Makbule Kali

    2018-01-01

    The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable--academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior…

  6. The Effect of Systematic Academic Instruction on Behavioural and Academic Outcomes of Students with EBD

    ERIC Educational Resources Information Center

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Post, Wendy J.; Bijstra, Jan O.; van den Bosch, Els J.

    2016-01-01

    This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on…

  7. Becoming Competent, Confident and Critically Aware: Tracing Academic Numeracy Development in Nursing

    ERIC Educational Resources Information Center

    Galligan, Linda

    2013-01-01

    This paper describes the mathematical journey of a mature aged nursing student as she struggles to become more academically numerate. Within the paper, academic numeracy is defined around three features: competence, confidence and critical awareness of both the context of mathematics and students' own relationship with mathematics. It then uses…

  8. The associations between physical activity, sedentary behaviour and academic performance.

    PubMed

    Maher, Carol; Lewis, Lucy; Katzmarzyk, Peter T; Dumuid, Dot; Cassidy, Leah; Olds, Tim

    2016-12-01

    To examine the relationships between children's moderate-to-vigorous physical activity (MVPA), sedentary behaviours, and academic performance. This study investigated cross-sectional relationships between children's accelerometer-measured physical activity and sedentary behaviour patterns, and academic performance using a standardised, nationally-administered academic assessment. A total of 285 Australian children aged 9-11 years from randomly selected schools undertook 7-day 24h accelerometry to objectively determine their MVPA and sedentary behaviour. In the same year, they completed nationally-administered standardised academic testing (National Assessment Program-Literacy and Numeracy; NAPLAN). BMI was measured, and socio-demographic variables were collected in a parent-reported survey. Relationships between MVPA, sedentary behaviour and academic performance across five domains were examined using Generalised Linear Mixed Models, adjusted for a wide variety of socio-demographic variables. Higher academic performance was strongly and consistently related to higher sedentary time, with significant relationships seen across all five academic domains (range F=4.13, p=0.04 through to F=18.65, p=<0.01). In contrast, higher academic performance was only related to higher MVPA in two academic domains (writing F=5.28, p=0.02, and numeracy F=6.28, p=0.01) and was not related to language, reading and spelling performance. Findings highlight that sedentary behaviour can have positive relationships with non-physical outcomes. Positive relationships between MVPA and literacy and numeracy, as well as the well documented benefits for MVPA on physical and social health, suggest that it holds an important place in children's lives, both in and outside of school. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  9. Academic Behavioural Confidence: A Comparison of Medical and Psychology Students

    ERIC Educational Resources Information Center

    Sanders, Lalage; Sander, Paul

    2007-01-01

    Introduction. Sander, Stevenson, King and Coates (2000) identified differences between medical students in a conventional university and psychology students in a post-1992 university in their responses to different styles of learning and teaching. Method. It had been hypothesised that differing levels of confidence explained why the former felt…

  10. The Language-Related Academic Self-Confidence of Noncitizen Students in US Higher Education

    ERIC Educational Resources Information Center

    Goodnight, Melissa Rae

    2017-01-01

    For this multivariate regression study I utilized data from the Cooperative Institutional Research Program (CIRP) surveys of freshman and senior undergraduates to examine the language-related academic self-confidence (LRASC) of noncitizen students in relationship to college environmental factors like academic disengagement and assertiveness.…

  11. Validation of a questionnaire on behaviour academic competence among Chinese preschool children.

    PubMed

    Leung, Cynthia; Lo, S K; Leung, Shirley S L

    2012-01-01

    The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children. Copyright © 2012 Elsevier Ltd. All rights reserved.

  12. Changes in Time-Related Academic Behaviour Are Associated with Contextual Motivational Shifts

    ERIC Educational Resources Information Center

    Strunk, Kamden K.; Lane, Forrest C.; Mwavita, Mwarumba

    2018-01-01

    Research in the field of time-related academic behaviour (i.e., procrastination and timely engagement) has traditionally been focused on more stable factors, such as personality. Recent research suggests there may be a motivational component to these behaviours. The present study examines whether time-related academic behaviour is stable across…

  13. Training Programs That Facilitate Lasting Change in Student Academic Behaviour

    ERIC Educational Resources Information Center

    Hodge, Brad

    2014-01-01

    A range of evidence suggests that changing a person's pattern of behaviour is extremely difficult, with past behaviour being one of the strongest predictors of future behaviour. This is particularly evident in the university setting where students tend to use the same academic processes they have used throughout their schooling despite any…

  14. Emotional and behavioural symptoms, risk behaviours and academic success in Chilean Mapuche and non-Mapuche adolescents.

    PubMed

    Martínez-González, Agustín Ernesto; Rodríguez-Jiménez, Tíscar; Piqueras, José Antonio; Vera-Villarroel, Pablo; Torres-Ortega, Jorge

    2018-02-28

    There is controversy over the real existence of differences in mental health and academic performance between the Mapuche ethnic minority male adolescents and the male adolescents not belonging to this ethnicity in Chile. In consequence, the aim of this study was to investigate the differences in emotional and behavioural symptoms, risky behaviours and academic success on the Chilean Mapuche and non-Mapuche adolescents. The sample consisted of 233 adolescents of which 119 were Mapuche adolescents and 114 were non-Mapuche adolescents. The results showed that the Mapuche adolescents do not have more anxiety problems and depression than the non-Mapuche adolescents. Furthermore, the Mapuche adolescents present less drug consumption and behavioural problems. Moreover, there were no differences in academic performance. This study provides social interest data of the adolescents' mental health, which can be useful for the country's socio-sanitary and political decisions. Future studies should investigate these and other variables related to the mental health of minorities in greater depth.

  15. Gender Differences in Adolescents' Academic Motivation and Classroom Behaviour

    ERIC Educational Resources Information Center

    Bugler, Myfanwy; McGeown, Sarah P.; St Clair-Thompson, Helen

    2015-01-01

    The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11--16 (M age?=?14.0, 1.59 SD) completed a questionnaire…

  16. Understanding Dishonest Academic Behaviour Amongst Business Students--The Business Leaders of the Future

    ERIC Educational Resources Information Center

    Bagraim, Jeffrey; Goodman, Suki; Pulker, Stephanie

    2014-01-01

    This study applies the Theory of Planned Behaviour (TPB) to increase understanding about dishonest academic behaviour amongst undergraduate business students. A total of 579 respondents from three universities in South Africa completed an online survey about their beliefs regarding academic dishonesty, their intentions to engage in dishonest…

  17. An exploration of predictors of children's nurses' attitudes, knowledge, confidence and clinical behavioural intentions towards children and young people who self-harm.

    PubMed

    Carter, Tim; Latif, Asam; Callaghan, Patrick; Manning, Joseph C

    2018-03-22

    To explore the potential predictors of children's nurses' attitudes, knowledge and confidence towards caring for children and young people admitted to hospital with self-harm. Admissions to paediatric inpatient settings for individuals who have self-harmed are growing. Limited previous research suggests that nurses have mixed attitudes towards people who have self-harmed and potentially lack the confidence to provide effective care. There is a specific paucity of research in this area for children's nurses. A cross-sectional descriptive survey was used to gather data for exploration of variables associated with attitudes, confidence, knowledge and clinical behavioural intentions of 98 registered children's nurses in a single tertiary children's hospital, colocated in a large acute NHS Trust in the UK. Data were collected over a 4 weeks in 2015, using an online survey tool. The predictive effect of several demographic variables was tested on the outcomes of attitudes, knowledge, confidence and behavioural intentions, which were collected using relevant, previously used outcome measures. Increased experience was found to be associated with improved attitudes relating to negativity. Previous training in caring for children who had self-harmed was found to be associated with improved attitudes around perceived effectiveness of their care. Higher academic qualifications and having undertaken previous training on self-harm were each found to be associated with increased knowledge of self-harm, and increased age was associated with reduced knowledge of self-harm. This study provides an initial exploration of variables associated with attitudes, knowledge, confidence and behaviour intentions of registered children's nurses in relation to caring for CYP who have self-harmed. Targeted training on caring for CYP who have self-harmed should be considered as a component of continuing education for registered children's nurses in the UK to improve the experience and outcomes

  18. Does the Confidence of First-Year Undergraduate Students Change over Time According to Achievement Goal Profile?

    ERIC Educational Resources Information Center

    Putwain, David W.; Sander, Paul

    2016-01-01

    This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at…

  19. Longitudinal Associations of Student-Teacher Relationships and Behavioural and Emotional Strengths on Academic Achievement

    ERIC Educational Resources Information Center

    Sointu, Erkko T.; Savolainen, Hannu; Lappalainen, Kristiina; Lambert, Matthew C.

    2017-01-01

    Positive student-teacher relationships are related to students' academic achievement and behavioural and emotional adjustment. How a student's behavioural and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a…

  20. Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

    PubMed

    Daly-Smith, Andy J; Zwolinsky, Stephen; McKenna, Jim; Tomporowski, Phillip D; Defeyter, Margaret Anne; Manley, Andrew

    2018-01-01

    To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Systematic review. PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. CRD42017070981.

  1. Self-reported academic performance in relation to health behaviours among Bahria University students.

    PubMed

    Rehman, Rehana; Zafar, Amara; Mohib, Aleena; Hussain, Mehwish; Ali, Rabiya

    2018-02-01

    To find an association between self-reported academic performance with different socio-demographic factors, health behaviours and mental health amongst university students. This cross-sectional study was conducted at Bahria University, Karachi, from January 2012 to December 2013, and comprised university students of different disciplines. An anonymous, self-reported questionnaire was distributed among the subjects. Convenient sampling technique was used. Demographic information, including age, gender and field of study, were obtained. Depresion was evaluated via Centre for Epidemiological Studies Depression Scale. SPSS 22 was used to analyse data. Of the 813 respondents, 334(41.1%) were males and 479(58.9%) females. The mean age was 19.9±1.8 years. Overall, 126(15.5%) subjects reported excellent, 242(29.8%) very good, 310(38.1%) good, 100(12.3%) satisfactory and 35(4.3%) not satisfactory academic performance. Residential status of students played a significant role on their academic performance (p=0.011). Breakfast eating behaviour depicted a significant association with the academic performance (p=0.04).The proportion of unsatisfactory academic performances among students having severe sleep disorder was the highest, followed by mild/moderate (p=0.01). The depression scale's item 'troubling in mind' was highly associated with academic performance (p<0.05). A constructive association existed among healthy behaviours and academic performance. .

  2. Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2012-01-01

    This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

  3. Relations between Technology, Parent Education, Self-Confidence, and Academic Aspiration of Hispanic Immigrant Students

    ERIC Educational Resources Information Center

    Park, Haeseong; Lawson, Daniel; Williams, Helen Easterling

    2012-01-01

    The purpose of this project is to test a theoretical model explaining the relationship between technology use, parent educational background, academic aspiration, and self-confidence as predictors of mathematics achievement across three immigrant groups. This study utilized data from the TIMSS 2007. To compare the effect size of technology use,…

  4. Associations between selected dietary behaviours and academic achievement: A study of Australian school aged children.

    PubMed

    Burrows, Tracy; Goldman, Sharni; Olson, Richard K; Byrne, Brian; Coventry, William L

    2017-09-01

    Research investigating the effects of dietary behaviours on children's academic achievement has predominately focused on breakfast consumption. The aim of this study was to conduct secondary analysis to examine associations between a range of dietary behaviours and children's academic achievement. Data on five dietary variables (fruit intake; vegetable intake; consumption of takeaway; sugar sweetened beverages; and breakfast) and scores in the five domains of a standardised academic achievement test known as NAPLAN (reading, writing, grammar/punctuation, spelling and numeracy) were obtained for Australian children aged 8-15 years in school grades three (n = 1185), five (n = 1147), seven (n = 1053) and nine (n = 860). Mixed linear models adjusted for socioeconomic status and gender were used to examine associations between dietary behaviours and academic scores. Greater consumption of vegetables with the evening meal (7 nights/week) was associated with higher test scores in the domains of spelling and writing (p=<0.01), with the greatest effect observed for spelling with a mean score difference of 86 ± 26.5 NAPLAN points between the highest and lowest levels of consumption (95% CI: 34.0-138.1; p=<0.01). Increased consumption of sugar sweetened beverages was associated with significantly lower test scores in reading, writing, grammar/punctuation and numeracy (<0.01). The findings of this study demonstrate dietary behaviours are associated with higher academic achievement. Future research should further explore relationships between a wide range of dietary behaviours and children's academic achievement. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

    PubMed Central

    McIsaac, Jessie-Lee D.; Kirk, Sara F. L.; Kuhle, Stefan

    2015-01-01

    Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537

  6. Externalizing Behaviour and Academic Performance--The Cross-Lagged Relationship during School Transition

    ERIC Educational Resources Information Center

    Palmu, Iines R.; Närhi, Vesa M.; Savolainen, Hannu K.

    2018-01-01

    The current study examined the over-time association between externalizing behaviour problems and academic performance during school transition in a cross-lagged design. The main focus was to reveal whether the externalizing behaviour composite and its components separately, including symptoms of CD and ADHD, differ in their relationship with…

  7. Health Behaviour and Academic Achievement in Icelandic School Children

    ERIC Educational Resources Information Center

    Sigfusdottir, Inga Dora; Kristjansson, Alfgeir Logi; Allegrante, John P.

    2007-01-01

    Interest in the relationship between health behaviours and academic achievement has recently intensified in the face of an epidemic of childhood and adolescent obesity and converging school reforms in the United States and other nations with advanced economies. Epidemiologic research has demonstrated that poor diet and lack of adequate physical…

  8. Length of Study-Time Behaviour and Academic Achievement of Social Studies Education Students in the University of Uyo

    ERIC Educational Resources Information Center

    Ukpong, D. E.; George, I. N.

    2013-01-01

    This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study…

  9. Physiotherapy students' experience, confidence and attitudes on the causes and management of violent and aggressive behaviour.

    PubMed

    Stubbs, Brendon; Rayment, Nick; Soundy, Andrew

    2011-12-01

    Healthcare professionals are at risk of experiencing violent and aggressive behaviour from patients. This is most notable in those with least experience, such as students, yet little reported research has considered the experiences of physiotherapy students. The aims of this study were to: (1) explore the incidence and nature of violent and aggressive behaviour experienced by physiotherapy students; and (2) consider the attitudes and confidence of the students in dealing with such behaviour. Retrospective survey. A university in the Midlands region of the UK. Sixty-four final year physiotherapy students. The Management of Aggression and Violence Attitude Scale and an additional survey. Over half (33/64, 52%) of the respondents had experienced at least one incident of violent and aggressive behaviour on a clinical placement. The overwhelming majority of victims (60/64, 94%) did not feel adequately confident to deal with such situations. However, no incidents were officially reported to the university. Both victims and non-victims agreed broadly with the internal model of the causes of aggression and violence, but significantly (P=0.02) more victims did not associate the violent and aggressive behaviour with the responsibility of the patient to control their feelings. Many physiotherapy students experience at least one incident of violent and aggressive behaviour whilst on a clinical placement. Training in the recognition and management of violent and aggressive behaviour would be a beneficial addition to the curricula of physiotherapy programmes. Further larger scale research is warranted. Copyright © 2011 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  10. Parental Behavioural Control and Academic Achievement: Striking the Balance between Control and Involvement

    ERIC Educational Resources Information Center

    Kramer, Karen Z.

    2012-01-01

    Using a longitudinal US dataset (N = 6,134) we examine the relationship between parental behavioural control and academic achievement and explore the moderating role of parental involvement and parental warmth. Analyses using multiple hierarchical regression with clustering controls shows that parental behavioural control is negatively associated…

  11. The Relationships among Students' Commitment, Self-Esteem, Organisational Citizenship Behaviour and Academic Performance

    ERIC Educational Resources Information Center

    Khaola, Peter P.

    2014-01-01

    As one of the most important dependent variables in education and work research, performance has been operationalised either as the proficiency with which core tasks are performed (task performance), or as extra-role behaviours that support core activities (organisational citizenship behaviours). Relative to academic performance (core academic…

  12. Self-Beliefs and Behavioural Development as Related to Academic Achievement in Canadian Aboriginal Children

    ERIC Educational Resources Information Center

    Baydala, Lola; Rasmussen, Carmen; Birch, June; Sherman, Jody; Wikman, Erik; Charchun, Julianna; Kennedy, Merle; Bisanz, Jeffrey

    2009-01-01

    The authors explored the relationship between measures of self-belief, behavioural development, and academic achievement in Canadian Aboriginal children. Standardized measures of intelligence are unable to consistently predict academic achievement in students from indigenous populations. Exploring alternative factors that may be both predictive…

  13. Does Academic Training Change Intentions? Drawing upon the Theory of Planned Behaviour to Improve Academic Performance

    ERIC Educational Resources Information Center

    Hodge, Brad; Wright, Brad; Bennett, Pauleen

    2017-01-01

    In order to improve transfer following training, it is important to understand what the training alters for each individual. We sought to develop a better understanding of the underlying mechanisms implicated in successful training. A questionnaire modelled on the Theory of Planned Behaviour (ToPB) was used to compare two distinct, academic skills…

  14. The Effects of Academic Socialisation on Students' Consumer Behaviour

    ERIC Educational Resources Information Center

    Rioux, Liliane; Scrima, Fabrizio; Bouzid, Dalel; Moffat, Éva; Mokounkolo, René

    2017-01-01

    Since the now classic work of Newcomb (Personality and social change, Holt, New York, 1943), there has been an increasing body of research focusing on the process of academic socialisation but, as far as we know, no studies have specifically dealt with students' consumer behaviour and, more specifically, sustainable consumption. Five hundred and…

  15. Canadian and Australian Pre-Service Teachers' Use, Confidence and Success in Various Behaviour Management Strategies

    ERIC Educational Resources Information Center

    Reupert, Andrea; Woodcock, Stuart

    2011-01-01

    The purpose of this study was twofold; first, to identify Australian and Canadian pre-service teachers' use, confidence and success in various behaviour management strategies, and second, to identify significant differences between the two cohorts. Pooled data indicated that pre-service teachers most frequently employ low level corrective…

  16. Effects of Implementing School-Wide Positive Behavioural Interventions and Supports on Problem Behaviour and Academic Achievement in a Canadian Elementary School

    ERIC Educational Resources Information Center

    Kelm, Joanna L.; McIntosh, Kent; Cooley, Sharon

    2014-01-01

    Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student…

  17. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students.

    PubMed

    Deliens, Tom; Clarys, Peter; De Bourdeaudhuij, Ilse; Deforche, Benedicte

    2013-12-17

    This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university's registration office. Independent samples t-tests and chi2-tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA's in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range

  18. Postgraduate nursing student knowledge, attitudes, skills, and confidence in appropriately referencing academic work.

    PubMed

    Greenwood, Melanie; Walkem, Kerrie; Smith, Lindsay Mervyn; Shearer, Toniele; Stirling, Christine

    2014-08-01

    Preventing plagiarism is an ongoing issue for higher education institutions. Although plagiarism has been traditionally seen as cheating, it is increasingly thought to be the result of poor referencing, with students reporting difficulties citing and referencing bibliographic sources. This study examined the academic knowledge, attitude, skills, and confidence of students in a school of nursing to understand poor referencing. A cross-sectional quantitative and qualitative survey was distributed to postgraduate (N = 1,000) certificate, diploma, and master's students. Quantitative data gathered demographics, cultural and linguistic background, and use of technology. Thematic analysis discovered patterns and themes. Results showed participants understood requirements for referencing; half indicated poor referencing was due to difficulty referencing Internet sources or losing track of sources, and many lacked confidence in key referencing tasks. Despite this, 50% did not make use of referencing resources. Overall, these data suggest incorrect referencing is rarely intentional and predominantly caused by skills deficit. Copyright 2014, SLACK Incorporated.

  19. Academic Procrastination in Linking Motivation and Achievement-Related Behaviours: A Perspective of Expectancy-Value Theory

    ERIC Educational Resources Information Center

    Wu, Fan; Fan, Weihua

    2017-01-01

    The objective of the present study was to investigate the relationships among college students' achievement motivation (subjective task value and academic self-efficacy), academic procrastination (delay and missing deadlines) and achievement-related behaviours (effort and persistence). More specifically, the study investigated the mediating role…

  20. Healthy lifestyle behaviours are positively and independently associated with academic achievement: An analysis of self-reported data from a nationally representative sample of Canadian early adolescents

    PubMed Central

    Gleddie, Doug; Storey, Kate E.; Davison, Colleen M.; Veugelers, Paul J.

    2017-01-01

    Introduction The lifestyle behaviours of early adolescents, including diet, physical activity, sleep, and screen usage, are well established contributors to health. These behaviours have also been shown to be associated with academic achievement. Poor academic achievement can additionally contribute to poorer health over the lifespan. This study aims to characterize the associations between health behaviours and self-reported academic achievement. Methods Data from the 2014 Canadian Health Behaviour in School-Aged Children Study (n = 28,608, ages 11–15) were analyzed. Students provided self-report of academic achievement, diet, physical activity, sleep duration, recreational screen time usage, height, weight, and socioeconomic status. Multi-level logistic regression was used to assess the relationship of lifestyle behaviours and body weight status with academic achievement while considering sex, age, and socioeconomic status as potential confounders. Results All health behaviours exhibited independent associations with academic achievement. Frequent consumption of vegetables and fruits, breakfast and dinner with family and regular physical activity were positively associated with higher levels of academic achievement, while frequent consumption of junk food, not meeting sleep recommendations, and overweight and obesity were negatively associated with high academic achievement. Conclusions The present findings demonstrate that lifestyle behaviours are associated with academic achievement, potentially identifying these lifestyle behaviours as effective targets to improve academic achievement in early adolescents. These findings also justify investments in school-based health promotion initiatives. PMID:28753617

  1. Healthy lifestyle behaviours are positively and independently associated with academic achievement: An analysis of self-reported data from a nationally representative sample of Canadian early adolescents.

    PubMed

    Faught, Erin L; Gleddie, Doug; Storey, Kate E; Davison, Colleen M; Veugelers, Paul J

    2017-01-01

    The lifestyle behaviours of early adolescents, including diet, physical activity, sleep, and screen usage, are well established contributors to health. These behaviours have also been shown to be associated with academic achievement. Poor academic achievement can additionally contribute to poorer health over the lifespan. This study aims to characterize the associations between health behaviours and self-reported academic achievement. Data from the 2014 Canadian Health Behaviour in School-Aged Children Study (n = 28,608, ages 11-15) were analyzed. Students provided self-report of academic achievement, diet, physical activity, sleep duration, recreational screen time usage, height, weight, and socioeconomic status. Multi-level logistic regression was used to assess the relationship of lifestyle behaviours and body weight status with academic achievement while considering sex, age, and socioeconomic status as potential confounders. All health behaviours exhibited independent associations with academic achievement. Frequent consumption of vegetables and fruits, breakfast and dinner with family and regular physical activity were positively associated with higher levels of academic achievement, while frequent consumption of junk food, not meeting sleep recommendations, and overweight and obesity were negatively associated with high academic achievement. The present findings demonstrate that lifestyle behaviours are associated with academic achievement, potentially identifying these lifestyle behaviours as effective targets to improve academic achievement in early adolescents. These findings also justify investments in school-based health promotion initiatives.

  2. Transition to academic nurse educator: a survey exploring readiness, confidence, and locus of control.

    PubMed

    Goodrich, Robin S

    2014-01-01

    The purpose of this study was to describe nurse transition to the role of academic nurse educator and to investigate the resources and barriers that nurses experience during this career transition, specifically the relationships among levels of readiness, confidence, personal control, support, decision independence, general self-esteem, and work locus of control. A convenience sample of registered nurses in the United States (N = 541) who hold current full-time employment at an accredited nursing program granting baccalaureate or higher degrees was utilized. Subjects were recruited via electronic mail and answered an on-line survey. Pearson product-moment correlation and multivariate analysis of variance were used for statistical calculations. Results indicated significant, positive relationships among all the variables except readiness and personal control (p = .01). Significant differences were found in amount of time that nurses were in the role of academic nurse educator and the demographic variables of number of children, marital status, and highest degree held. The results of this study provide evidence to support and enhance processes to develop and retain nurse academicians, to promote excellence in the academic nurse educator role, and to advance the science and practice of the profession. © 2014.

  3. Maternal and child health nurses' self-perceived confidence in dealing with child behaviour problems.

    PubMed

    Sarkadi, A; Gulenc, A; Hiscock, H

    2015-03-01

    Addressing behaviour problems in children is increasingly becoming part of routine care. The question therefore arises as to which workforce members are best suited to deliver structured interventions and what skill sets they might need apart from knowledge of the specific parenting programme offered. To assess maternal and child health (MCH) nurses' self-perceived confidence in dealing with child behaviour problems. Cross-sectional questionnaire study. Data collection occurred prior to cluster randomization in the Families in Mind trial. MCH clinics in nine local government areas in greater Melbourne, in 2010. All MCH nurses in the nine areas were invited to participate, 153 (79%) completed the survey. Nurses' comfort, competency, attitudes and perceived difficulties in dealing with child behaviour problems. The majority of nurses (63%) viewed it as their role to deal with, rather than refer, child behaviour problems and felt that the task was rewarding (86%). They believed that parenting advice should be offered universally, rather than only to families with severe problems (94%). Nurses felt rather comfortable and competent to broach and discuss child behaviour problems without need for prior parental request, but somewhat less comfortable and competent to manage child behaviour problems or to make a difference. Experienced nurses (>10 years in practice) felt more comfortable and competent. Nurses described that the major challenge in their dealing with child behaviour problems was parental denial or resistance (60%). MCH nurses are at the frontline of preventive medical services for families with young children where behaviour problems are a common concern. Because managing young children's behaviour problems primarily occurs through adult behaviour change, techniques addressing parent denial and non-compliance, such as motivational interviewing and empowerment should be a part of MCH nurses' skill sets. © 2014 John Wiley & Sons Ltd.

  4. Association between Schoolwide Positive Behavioural Interventions and Supports and Academic Achievement: A 9-Year Evaluation

    ERIC Educational Resources Information Center

    Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.

    2016-01-01

    This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…

  5. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students

    PubMed Central

    2013-01-01

    Background This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Methods Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university’s registration office. Independent samples t-tests and chi 2 -tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Results Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA’s in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. Conclusions This study, conducted in Belgian first year university students, showed that

  6. The Perfect Place to Work? Australian Academic Libraries and Unacceptable Behaviour

    ERIC Educational Resources Information Center

    Moorcroft, Heather

    2009-01-01

    Despite the stereotype of libraries as peaceful retreats, unacceptable behaviour is a reality that desk staff have to deal with. This paper outlines the results of two surveys conducted at Charles Darwin University Library to investigate the extent to which this is a problem in Australian academic libraries. The first survey went to CAUL (Council…

  7. An Investigation of Gender and Age Differences in Academic Motivation and Classroom Behaviour in Adolescents

    ERIC Educational Resources Information Center

    Bugler, Myfanwy; McGeown, Sarah; St. Clair-Thompson, Helen

    2016-01-01

    This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11-16 ("M" age = 13.96, "SD" = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a…

  8. International Students' Confidence and Academic Success

    ERIC Educational Resources Information Center

    Telbis, Nicola Miky; Helgeson, Lars; Kingsbury, Cheryl

    2014-01-01

    Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a…

  9. College Students' Experiences with Diversity and Their Effects on Academic Self-Confidence, Social Agency, and Disposition toward Critical Thinking

    ERIC Educational Resources Information Center

    Laird, Thomas F. Nelson

    2005-01-01

    The results of this study conducted at the University of Michigan (n = 289) indicate that students with more experiences with diversity, particularly enrollment in diversity courses and positive interactions with diverse peers, are more likely to score higher on academic self-confidence, social agency, and critical thinking disposition. In…

  10. International Students' Confidence and Academic Success

    ERIC Educational Resources Information Center

    Telbis, Nicola Miky

    2013-01-01

    Research shows that the international student population is showing significant growth. Studies also show that foreign students are encountering difficulties such as social adaptability, language barriers, academic ability, and financial need. There is compelling evidence that establishes a correlation between a person's self-efficacy and his or…

  11. Cognitive, motor, behavioural and academic performances of children born preterm: a meta-analysis and systematic review involving 64 061 children.

    PubMed

    Allotey, J; Zamora, J; Cheong-See, F; Kalidindi, M; Arroyo-Manzano, D; Asztalos, E; van der Post, Jam; Mol, B W; Moore, D; Birtles, D; Khan, K S; Thangaratinam, S

    2018-01-01

    Preterm birth may leave the brain vulnerable to dysfunction. Knowledge of future neurodevelopmental delay in children born with various degrees of prematurity is needed to inform practice and policy. To quantify the long-term cognitive, motor, behavioural and academic performance of children born with different degrees of prematurity compared with term-born children. PubMed and Embase were searched from January 1980 to December 2016 without language restrictions. Observational studies that reported neurodevelopmental outcomes from 2 years of age in children born preterm compared with a term-born cohort. We pooled individual estimates of standardised mean differences (SMD) and odds ratios (OR) with 95% confidence intervals using a random effects model. We included 74 studies (64 061 children). Preterm children had lower cognitive scores for FSIQ (SMD: -0.70; 95% CI: -0.73 to -0.66), PIQ (SMD: -0.67; 95% CI: -0.73 to -0.60) and VIQ (SMD: -0.53; 95% CI: -0.60 to -0.47). Lower scores for preterm children in motor skills, behaviour, reading, mathematics and spelling were observed at primary school age, and this persisted to secondary school age, except for mathematics. Gestational age at birth accounted for 38-48% of the observed IQ variance. ADHD was diagnosed twice as often in preterm children (OR: 1.6; 95% CI: 1.3-1.8), with a differential effect observed according to the severity of prematurity (I 2 = 49.4%, P = 0.03). Prematurity of any degree affects the cognitive performance of children born preterm. The poor neurodevelopment persists at various ages of follow up. Parents, educators, healthcare professionals and policy makers need to take into account the additional academic, emotional and behavioural needs of these children. Adverse effect of preterm birth on a child's neurodevelopment persists up to adulthood. © 2017 Royal College of Obstetricians and Gynaecologists.

  12. The Extended Theory of Planned Behaviour and College Grades: The Role of Cognition and Past Behaviour in the Prediction of Students' Academic Intentions and Achievements

    ERIC Educational Resources Information Center

    Kovac, Velibor Bobo; Cameron, David Lansing; Høigaard, Rune

    2016-01-01

    Understanding the underlying processes influencing college students' academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction…

  13. Attempts to improve and confidence in improving health behaviour in 40-49 year olds with and without coronary heart disease: The Hordaland Health Study.

    PubMed

    Solvang, Marte M; Norekvål, Tone M; Tell, Grethe S; Berge, Line I; Iversen, Marjolein M

    2016-04-01

    While the overall incidence of acute myocardial infarction in Norway decreased in 2001-2009, this was not observed for younger adults. Smoking cessation, physical activity and healthy diet are associated with reduced risk of recurrent cardiovascular events and mortality among individuals with established coronary heart disease (CHD). We investigated whether adults in their 40s with or without CHD had 1) attempted to improve their health behaviour during the previous year, and 2) had confidence in their ability to improve their health behaviour over the next five years. Study participants were 22,019 40-49 year olds from the Hordaland Health Study. Associations between improvements and intentions regarding health behaviours and prevalent CHD were assessed with logistic regression analyses. One hundred and seventy-five (0.8%) participants reported to have CHD. After controlling for demographic, lifestyle and psychosocial variables, attempts to improve health behaviour during the prior year were associated with a threefold increased odds of prevalent CHD (odds ratio 3.07; 95% confidence interval, 1.91-4.95). Confidence in improving health behaviour during the subsequent five years was not associated with increased odds of prevalent CHD. Adults in their 40s with CHD were more likely to have attempted to improve their health behaviour during the past year compared with those without CHD. Healthcare providers should take advantage of these positive attitudes to encourage further positive improvements. © The European Society of Cardiology 2015.

  14. The Effect of POGIL on Academic Performance and Academic Confidence

    ERIC Educational Resources Information Center

    De Gale, S.; Boisselle, L. N.

    2015-01-01

    POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students' academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on…

  15. Peer Relationships, Social Behaviours, Academic Performance and Loneliness in Korean Primary School Children

    ERIC Educational Resources Information Center

    Shin, Yoolim

    2007-01-01

    The purpose of this study was to investigate how different forms of peer relationships offer children unique support for loneliness and to examine the direct as well as indirect effects of social behaviours and academic performance through the mediation of peer relationships on the prediction of loneliness in Korean children. Four hundred and…

  16. The Impact of Honour Codes and Perceptions of Cheating on Academic Cheating Behaviours, Especially for MBA Bound Undergraduates

    ERIC Educational Resources Information Center

    O'Neill, Heather M.; Pfeiffer, Christian A.

    2012-01-01

    Researchers studying academic dishonesty in college often focus on demographic characteristics of cheaters and discuss changes in cheating trends over time. To predict cheating behaviour, some researchers examine the costs and benefits of academic cheating, while others view campus culture and the role which honour codes play in affecting…

  17. Predictors of professional behaviour and academic outcomes in a UK medical school: A longitudinal cohort study.

    PubMed

    Adam, Jane; Bore, Miles; Childs, Roy; Dunn, Jason; Mckendree, Jean; Munro, Don; Powis, David

    2015-01-01

    Over the past 70 years, there has been a recurring debate in the literature and in the popular press about how best to select medical students. This implies that we are still not getting it right: either some students are unsuited to medicine or the graduating doctors are considered unsatisfactory, or both. To determine whether particular variables at the point of selection might distinguish those more likely to become satisfactory professional doctors, by following a complete intake cohort of students throughout medical school and analysing all the data used for the students' selection, their performance on a range of other potential selection tests, academic and clinical assessments throughout their studies, and records of professional behaviour covering the entire five years of the course. A longitudinal database captured the following anonymised information for every student (n = 146) admitted in 2007 to the Hull York Medical School (HYMS) in the UK: demographic data (age, sex, citizenship); performance in each component of the selection procedure; performance in some other possible selection instruments (cognitive and non-cognitive psychometric tests); professional behaviour in tutorials and in other clinical settings; academic performance, clinical and communication skills at summative assessments throughout; professional behaviour lapses monitored routinely as part of the fitness-to-practise procedures. Correlations were sought between predictor variables and criterion variables chosen to demonstrate the full range of course outcomes from failure to complete the course to graduation with honours, and to reveal clinical and professional strengths and weaknesses. Student demography was found to be an important predictor of outcomes, with females, younger students and British citizens performing better overall. The selection variable "HYMS academic score", based on prior academic performance, was a significant predictor of components of Year 4 written and

  18. Visual Attention and Academic Performance in Children with Developmental Disabilities and Behavioural Attention Deficits

    ERIC Educational Resources Information Center

    Kirk, Hannah E.; Gray, Kylie; Riby, Deborah M.; Taffe, John; Cornish, Kim M.

    2017-01-01

    Despite well-documented attention deficits in children with intellectual and developmental disabilities (IDD), distinctions across types of attention problems and their association with academic attainment has not been fully explored. This study examines visual attention capacities and inattentive/hyperactive behaviours in 77 children aged 4 to…

  19. Knowledge level of effect size statistics, confidence intervals and meta-analysis in Spanish academic psychologists.

    PubMed

    Badenes-Ribera, Laura; Frias-Navarro, Dolores; Pascual-Soler, Marcos; Monterde-I-Bort, Héctor

    2016-11-01

    The statistical reform movement and the American Psychological Association (APA) defend the use of estimators of the effect size and its confidence intervals, as well as the interpretation of the clinical significance of the findings. A survey was conducted in which academic psychologists were asked about their behavior in designing and carrying out their studies. The sample was composed of 472 participants (45.8% men). The mean number of years as a university professor was 13.56 years (SD= 9.27). The use of effect-size estimators is becoming generalized, as well as the consideration of meta-analytic studies. However, several inadequate practices still persist. A traditional model of methodological behavior based on statistical significance tests is maintained, based on the predominance of Cohen’s d and the unadjusted R2/η2, which are not immune to outliers or departure from normality and the violations of statistical assumptions, and the under-reporting of confidence intervals of effect-size statistics. The paper concludes with recommendations for improving statistical practice.

  20. Influence of Social Media on Psychosocial Behaviour and Academic Performance of Secondary School Students

    ERIC Educational Resources Information Center

    Umar, Talatu Ibrahim; Idris, Murja

    2018-01-01

    This study investigated the influence of social media on psychosocial behaviour and academic performance of secondary school students. It was conducted in Batagarawa Local Government, Katsina State, Nigeria. Two research hypotheses were formulated for the study, and descriptive survey research design was employed. The target population consists of…

  1. A computational framework for the study of confidence in humans and animals

    PubMed Central

    Kepecs, Adam; Mainen, Zachary F.

    2012-01-01

    Confidence judgements, self-assessments about the quality of a subject's knowledge, are considered a central example of metacognition. Prima facie, introspection and self-report appear the only way to access the subjective sense of confidence or uncertainty. Contrary to this notion, overt behavioural measures can be used to study confidence judgements by animals trained in decision-making tasks with perceptual or mnemonic uncertainty. Here, we suggest that a computational approach can clarify the issues involved in interpreting these tasks and provide a much needed springboard for advancing the scientific understanding of confidence. We first review relevant theories of probabilistic inference and decision-making. We then critically discuss behavioural tasks employed to measure confidence in animals and show how quantitative models can help to constrain the computational strategies underlying confidence-reporting behaviours. In our view, post-decision wagering tasks with continuous measures of confidence appear to offer the best available metrics of confidence. Since behavioural reports alone provide a limited window into mechanism, we argue that progress calls for measuring the neural representations and identifying the computations underlying confidence reports. We present a case study using such a computational approach to study the neural correlates of decision confidence in rats. This work shows that confidence assessments may be considered higher order, but can be generated using elementary neural computations that are available to a wide range of species. Finally, we discuss the relationship of confidence judgements to the wider behavioural uses of confidence and uncertainty. PMID:22492750

  2. Some Possible Effects of Behaviour Management Training on Teacher Confidence and Competence: Evidence from a Study of Primary School Teachers in Hong Kong

    ERIC Educational Resources Information Center

    Cooper, Paul; Yan, Zi

    2015-01-01

    This study aims to explore the relationships between the extent and perceived quality of teachers' experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n = 183) from Hong…

  3. Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years.

    PubMed

    Giannopulu, I; Escolano, S; Cusin, F; Citeau, H; Dellatolas, G

    2008-03-01

    The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate. This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France. SAMPLES AND METHOD: Behavioural data relating to two large samples of preschool (N=475) and first grade (N=465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four-factor structure ('hyperactivity', 'inattention', 'conduct problems' and 'unsociability') that was similar in both age groups. Cognitive tests were used for each age group. Teachers' reporting of 'inattention' was associated with significantly lower performances in all tests in both the preschool and first grade samples. 'Hyperactivity' or 'conduct problems' were not consistently associated with the test results, when the effect of 'inattention' was taken into account. Preschool 'inattention', but not 'hyperactivity' or 'conduct/sociability problems', was related to poor performances at reading tasks in first grade. These findings question the pathological significance of teachers' report of 'hyperactivity' in young children without associated attention problems.

  4. Child and Adolescent Traumatic Brain Injury: Academic, Behavioural, and Social Consequences in the Classroom

    ERIC Educational Resources Information Center

    Jantz, Paul B.; Coulter, Gail A.

    2007-01-01

    More than five million children suffer from brain injuries each year. While the majority of these children are treated and released without permanent consequences, many children return to the classroom with lasting effects. Symptoms of brain injury can be misconstrued as common behaviour or academic problems. Therefore, teachers need to recognize…

  5. Preservice Educators' Confidence in Addressing Sexuality Education

    ERIC Educational Resources Information Center

    Wyatt, Tammy Jordan

    2009-01-01

    This study examined 328 preservice educators' level of confidence in addressing four sexuality education domains and 21 sexuality education topics. Significant differences in confidence levels across the four domains were found for gender, academic major, sexuality education philosophy, and sexuality education knowledge. Preservice educators…

  6. Self-reported attitudes and behaviours of medical students in Pakistan regarding academic misconduct: a cross-sectional study

    PubMed Central

    2014-01-01

    Background Honesty and integrity are key attributes of an ethically competent physician. However, academic misconduct, which includes but is not limited to plagiarism, cheating, and falsifying documentation, is common in medical colleges across the world. The purpose of this study is to describe differences in the self-reported attitudes and behaviours of medical students regarding academic misconduct depending on gender, year of study and type of medical institution in Pakistan. Methods A cross sectional study was conducted with medical students from one private and one public sector medical college. A pre-coded questionnaire about attitudes and behaviours regarding plagiarism, lying, cheating and falsifying documentation was completed anonymously by the students. Results A total of 465 medical students filled the questionnaire. 53% of private medical college students reported that they recognize copying an assignment verbatim and listing sources as references as wrong compared to 35% of public medical college students. 26% of private medical college students self-report this behaviour as compared to 42% of public medical college students. 22% of private versus 15% of public medical college students and 21% of students in clinical years compared to 17% in basic science years admit to submitting a fake medical certificate to justify an absence. 87% of students at a private medical college believe that cheating in an examination is wrong as compared to 66% of public medical college students and 24% self-report this behaviour in the former group as compared to 41% in the latter. 63% of clinical year students identify cheating as wrong compared to 89% of their junior colleagues. 71% of male versus 84% of female respondents believe that cheating is wrong and 42% of males compared to 23% of females admit to cheating. Conclusions There are significant differences in medical students’ attitudes and behaviours towards plagiarism, lying, cheating and stealing by gender

  7. Self-reported attitudes and behaviours of medical students in Pakistan regarding academic misconduct: a cross-sectional study.

    PubMed

    Ghias, Kulsoom; Lakho, Ghulam Rehmani; Asim, Hamna; Azam, Iqbal Syed; Saeed, Sheikh Abdul

    2014-05-29

    Honesty and integrity are key attributes of an ethically competent physician. However, academic misconduct, which includes but is not limited to plagiarism, cheating, and falsifying documentation, is common in medical colleges across the world. The purpose of this study is to describe differences in the self-reported attitudes and behaviours of medical students regarding academic misconduct depending on gender, year of study and type of medical institution in Pakistan. A cross sectional study was conducted with medical students from one private and one public sector medical college. A pre-coded questionnaire about attitudes and behaviours regarding plagiarism, lying, cheating and falsifying documentation was completed anonymously by the students. A total of 465 medical students filled the questionnaire. 53% of private medical college students reported that they recognize copying an assignment verbatim and listing sources as references as wrong compared to 35% of public medical college students. 26% of private medical college students self-report this behaviour as compared to 42% of public medical college students. 22% of private versus 15% of public medical college students and 21% of students in clinical years compared to 17% in basic science years admit to submitting a fake medical certificate to justify an absence. 87% of students at a private medical college believe that cheating in an examination is wrong as compared to 66% of public medical college students and 24% self-report this behaviour in the former group as compared to 41% in the latter. 63% of clinical year students identify cheating as wrong compared to 89% of their junior colleagues. 71% of male versus 84% of female respondents believe that cheating is wrong and 42% of males compared to 23% of females admit to cheating. There are significant differences in medical students' attitudes and behaviours towards plagiarism, lying, cheating and stealing by gender, seniority status and type of institution

  8. The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

    PubMed Central

    Amory, Jonathan

    2014-01-01

    Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials. PMID:25024925

  9. The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

    PubMed

    van Veggel, Nieky; Amory, Jonathan

    2014-01-01

    Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

  10. Examining Response Confidence in Multiple Text Tasks

    ERIC Educational Resources Information Center

    List, Alexandra; Alexander, Patricia A.

    2015-01-01

    Students' confidence in their responses to a multiple text-processing task and their justifications for those confidence ratings were investigated. Specifically, 215 undergraduates responded to two academic questions, differing by type (i.e., discrete and open-ended) and by domain (i.e., developmental psychology and astrophysics), using a digital…

  11. Confidence and Academic Success in Higher Education

    ERIC Educational Resources Information Center

    Telbis, Miky

    2010-01-01

    A dropout rate can be used to determine student's ability to fulfill their perspective program of study, as well as the college's ability to qualify the right students for the completion of their academic degree. College advertisement can also play a significant role when it comes to dropout rates as it can be viewed as ineffective if the learners…

  12. Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

    PubMed Central

    Sy, Alice; Wong, Eric; Boisvert, Leslie

    2014-01-01

    Abstract Objective To determine family medicine residents’ learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Design Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. Setting London, Ont. Participants All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Main outcome measures Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. Results A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians’ teaching sessions (20%), and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents’ homes (32%), and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Conclusion Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents’ various learning preferences and

  13. Raising Confident, Competent Daughters: Strategies for Parents.

    ERIC Educational Resources Information Center

    Ransome, Whitney, Ed.; And Others

    This booklet contains five essays designed to help parents raise confident, competent daughters. They focus on ways that parents can help their preadolescent and adolescent daughters: (1) speak up in class, articulate their thoughts, and speak with self-confidence in various academic and social situations; (2) develop an interest and aptitude for…

  14. A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges.

    PubMed

    Hitchcock, Caitlin; Westwell, Martin S

    2017-02-01

    We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties. © 2016 Association for Child and Adolescent Mental Health.

  15. The relationship between compulsive behaviour and academic achievement across the three genetic subtypes of Prader-Willi syndrome.

    PubMed

    Zarcone, J; Napolitano, D; Peterson, C; Breidbord, J; Ferraioli, S; Caruso-Anderson, M; Holsen, L; Butler, M G; Thompson, T

    2007-06-01

    Prader-Willi syndrome (PWS) is a genetic syndrome associated with several physical, cognitive and behavioural characteristics. For many individuals with this syndrome, compulsive behaviour is often noted in both food and non-food situations. The focus of this paper is on the non-food-related compulsions in individuals with PWS and comparing differences across the three genetic subtypes of the syndrome. Compulsive behaviours in 73 people with PWS were assessed using the Yale-Brown Obsessive Compulsive Scale and the Compulsive Behavior Checklist. Compulsive behaviour and its relation to IQ and academic achievement also were evaluated. Phenotypic differences were characterized for the three most common genetic subtypes of the disorder: 16 individuals with the long Type I (TI) 15q deletion, 26 individuals with the short Type II (TII) 15q deletion and 31 individuals with maternal disomy 15. There appeared to be important differences between the two deletion subtypes. Specifically, individuals with the TI deletion had more compulsions regarding personal cleanliness (i.e. excessive bathing/grooming), and their compulsions were more difficult to interrupt and interfered with social activities more than the other subtypes. Individuals with the TII deletion were more likely to have compulsions related to specific academic areas (i.e. rereading, erasing answers and counting objects or numbers). These findings may help clinicians and researchers identify possible intervention strategies and supports based on the behavioural phenotype associated with genetic subtype in individuals with PWS.

  16. Teasing and social rejection among obese children enrolling in family-based behavioural treatment: effects on psychological adjustment and academic competencies.

    PubMed

    Gunnarsdottir, T; Njardvik, U; Olafsdottir, A S; Craighead, L W; Bjarnason, R

    2012-01-01

    The first objective was to determine the prevalence of psychological maladjustment (emotional and behavioural problems), low academic competencies and teasing/social rejection among obese Icelandic children enrolling in a family-based behavioural treatment. A second objective was to explore the degree to which teasing/social rejection specifically contributes to children's psychological adjustment and academic competencies when controlling for other variables, including demographics, children's physical activity, parental depression and life-stress. Participants were 84 obese children (mean body mass index-standard deviation score=3.11, age range=7.52-13.61 years). Height and weight, demographics and measures of children's psychological adjustment, academic competencies, teasing/social rejection and physical activity were collected from children, parents and teachers. Parental depression and life-stress was self-reported. Over half the children exceeded cutoffs indicating concern on at least one measure of behavioural or emotional difficulties. Children endorsed significant levels of teasing/social rejection, with almost half acknowledging they were not popular with same-gender peers. Parent reports of peer problems were even higher, with over 90% of both boys and girls being rated by their parents as having significant peer difficulties. However, rates of low academic competencies as reported by teachers were not different from those of the general population. In regression analyses controlling for other variables, self-reported teasing/social rejection emerged as a significant contributor to explaining both child psychological adjustment and academic competencies. The results indicate that among obese children enrolled in family-based treatment, self-reported teasing/social rejection is quite high and it is associated with poorer psychological adjustment as well as lower academic competencies. Parent reports corroborate the presence of substantial peer

  17. Food skills confidence and household gatekeepers' dietary practices.

    PubMed

    Burton, Melissa; Reid, Mike; Worsley, Anthony; Mavondo, Felix

    2017-01-01

    Household food gatekeepers have the potential to influence the food attitudes and behaviours of family members, as they are mainly responsible for food-related tasks in the home. The aim of this study was to determine the role of gatekeepers' confidence in food-related skills and nutrition knowledge on food practices in the home. An online survey was completed by 1059 Australian dietary gatekeepers selected from the Global Market Insite (GMI) research database. Participants responded to questions about food acquisition and preparation behaviours, the home eating environment, perceptions and attitudes towards food, and demographics. Two-step cluster analysis was used to identify groups based on confidence regarding food skills and nutrition knowledge. Chi-square tests and one-way ANOVAs were used to compare the groups on the dependent variables. Three groups were identified: low confidence, moderate confidence and high confidence. Gatekeepers in the highest confidence group were significantly more likely to report lower body mass index (BMI), and indicate higher importance of fresh food products, vegetable prominence in meals, product information use, meal planning, perceived behavioural control and overall diet satisfaction. Gatekeepers in the lowest confidence group were significantly more likely to indicate more perceived barriers to healthy eating, report more time constraints and more impulse purchasing practices, and higher convenience ingredient use. Other smaller associations were also found. Household food gatekeepers with high food skills confidence were more likely to engage in several healthy food practices, while those with low food skills confidence were more likely to engage in unhealthy food practices. Food education strategies aimed at building food-skills and nutrition knowledge will enable current and future gatekeepers to make healthier food decisions for themselves and for their families. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Writing by Academics: A Transactional and Systems Approach to Academic Writing Behaviours

    ERIC Educational Resources Information Center

    Kempenaar, Larissa Elisabeth; Murray, Rowena

    2016-01-01

    The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…

  19. Personality and Problem Behaviours as Predictors of Adolescents' Social Status: Academic Track and Gender as Moderators

    ERIC Educational Resources Information Center

    Hubers, Mireille D.; Burk, William J.; Segers, Eliane; Kleinjan, Marloes; Scholte, Ron H. J.; Cillessen, Antonius H. N.

    2016-01-01

    This study examined adolescent personality and problem behaviours as predictors of two types of social status: social preference and popularity. Academic track (college preparatory and vocational) and gender were expected to moderate these associations. The sample included 693 students (49.0% female; M = 15.46 years) attending classrooms in two…

  20. Classroom Behaviour and Academic Achievement: How Classroom Behaviour Categories Relate to Gender and Academic Performance

    ERIC Educational Resources Information Center

    Borg, Elin

    2015-01-01

    Latent profile analysis was used to identify different categories of students having different "profiles" using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour…

  1. Second-chance university admission, the theory of planned behaviour and student achievement

    NASA Astrophysics Data System (ADS)

    Alas, Yabit; Anshari, Muhammad; Sabtu, Norakmarul Ihsan; Yunus, Norazmah

    2016-06-01

    The theory of planned behaviour attempts to explain factors which influence behaviour. One of these factors is intention. Positive or negative intentions are formed by a person's impression of the way other people would perceive similar behaviour (external forces). The authors of this study used the theory of planned behaviour to examine, compare and interpret the academic performance of students entering a university either via direct intake or via a bridging programme. This study focuses on the UniBridge programme offered by Universiti Brunei Darussalam (UBD), which is an intensive one-semester course that prepares students for undergraduate-level study. While direct-intake applicants pass minimum requirements for entry and are able to enrol directly into an undergraduate programme, applicants who do not meet these minimum requirements can join this bridging programme which is designed to be a "second-chance" entry option. Using a mixed-methods approach, the authors subjected student performance data of both direct-intake and bridge-programme undergraduates to statistical analyses, carried out interviews and then used the theoretical framework of planned behaviour to pinpoint individual attitudes and social pressures which form an intention to prepare for entry examinations. The results were mostly consistent and showed that the two groups were competitive in terms of undergraduate academic achievement, thus proving the second-chance programme to be effective in enabling students with poor A-Level results to experience academic confidence at university level. On the strength of these findings, the authors conclude their paper with recommendations for tertiary institutions to support lifelong learning initiatives through the use of multiple channels of entry.

  2. Reducing Disruptive Behaviours and Improving Classroom Behavioural Climate with Class-Wide Positive Behaviour Support in Middle Schools

    ERIC Educational Resources Information Center

    Närhi, Vesa; Kiiski, Tiina; Savolainen, Hannu

    2017-01-01

    Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students' academic achievement and a significant source of teachers' work-related stress. Earlier research shows that clear behavioural expectations, monitoring students' adherence to them and behaviour-specific praise are effective…

  3. Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

    PubMed

    Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro

    2016-12-12

    This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach. © 2016 International Union of Psychological Science.

  4. Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

    ERIC Educational Resources Information Center

    Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

    2015-01-01

    Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

  5. Pathways to Children's Academic Performance and Prosocial Behaviour: Roles of Physical Health Status, Environmental, Family, and Child Factors

    ERIC Educational Resources Information Center

    King, Gillian; McDougall, Janette; DeWit, David; Hong, Sungjin; Miller, Linda; Offord, David; Meyer, Katherine; LaPorta, John

    2005-01-01

    The objective of this article is to examine the pathways by which children's physical health status, environmental, family, and child factors affect children's academic performance and prosocial behaviour, using a theoretically-based and empirically-based model of competence development. The model proposes that 3 types of relational processes,…

  6. The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

    ERIC Educational Resources Information Center

    Al-Otaibi, Wadha H.

    2017-01-01

    The present study aimed to investigate the effectiveness of blended teaching, based on the e-learning management system "Blackboard," in the development of academic achievement, study skills and self-confidence among the students of Princess Nourah bint Abdulrahman University (PNU). The study sample consisted of (38) female students who…

  7. Dimensions of Academic Interest among Undergraduate Students: Passion, Confidence, Aspiration and Self-Expression

    ERIC Educational Resources Information Center

    Lee, Jihyun; Durksen, Tracy L.

    2018-01-01

    We investigated psychological dimensions of academic interest among undergraduate students (N = 325) using a global academic interest scale. The scale was administered together with measures of academic performance, educational aspiration, career planning, goal setting, life satisfaction, attitudes towards leisure, personality and value.…

  8. Using the Theory of Planned Behaviour (TPB) in Predicting the Intent to Use the Internet for Academic Purposes

    ERIC Educational Resources Information Center

    Bidin, Zainol; Hashim, Mohd Farid Asraf Md; Sharif, Zakiyah; Shamsudin, Faridahwati Mohd

    2011-01-01

    Purpose: This study sought to investigate the factors that influence students' intention to use the Internet for academic purposes in Universiti Utara Malaysia. This study applies theory of planned behaviour (TPB) as the base model. The model employed the original variables from the theory i.e. attitudes, subjective norms, perceived behavioural…

  9. Confidence as a Common Currency between Vision and Audition

    PubMed Central

    de Gardelle, Vincent; Le Corre, François; Mamassian, Pascal

    2016-01-01

    The idea of a common currency underlying our choice behaviour has played an important role in sciences of behaviour, from neurobiology to psychology and economics. However, while it has been mainly investigated in terms of values, with a common scale on which goods would be evaluated and compared, the question of a common scale for subjective probabilities and confidence in particular has received only little empirical investigation so far. The present study extends previous work addressing this question, by showing that confidence can be compared across visual and auditory decisions, with the same precision as for the comparison of two trials within the same task. We discuss the possibility that confidence could serve as a common currency when describing our choices to ourselves and to others. PMID:26808061

  10. Instability of self-esteem, self-confidence, self-liking, self-control, self-competence and perfectionism: associations with oral health status and oral health-related behaviours.

    PubMed

    Dumitrescu, A L; Zetu, L; Teslaru, S

    2012-02-01

    Our aim was to explore whether instability of self-esteem, self-confidence, self-liking, self-control, self-competence and perfectionism each has an independent contribution to the self-rated oral health and oral health-related behaviours. A cross-sectional study design was used. Data were collected between November 2008 and May 2009. The sample consisted of 205 Romanian adults (mean age: 29.84 years; 65.2% women; 40% married) who were a random population drawn consecutively from the registry file of two private dental practices in the Iasi area. The questionnaire included information about demographic, psychological, self-reported oral health and oral health-related behaviour items. The comparison of participants who never flossed their teeth with those who flossed everyday showed statistically significant lower levels of self-confidence (P < 0.05), self-liking (P = 0.001), self-competence (P < 0.0001), self-control (P < 0.05) and Perfectionism Scores (P < 0.05). Significant higher levels of self-competence were scored in persons who used weekly mouthrinses comparing with never users (P = 0.012). Also patients who visited the dentist mainly when treatment is needed or when pain presented lower levels of self-competence and self-control comparing with those who visited the dentist mainly for check-up or for tooth cleaning and scaling (P < 0.05). Oral health behaviours (toothbrushing and mouthrinse frequencies) were predicted by multiple regression analyses using sociodemographic (age, gender), self-competence and perfectionism variables. Our study showed that instability of self-esteem, self-confidence, self-competence, self-liking, self-control and perfectionism was associated not only with self-rated dental health but also with oral health behaviours. Understanding the psychological factors associated with oral hygiene can further the development and improvement in therapeutic strategies to be used in oral health-improving programs, as well as of programs aimed

  11. Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits.

    PubMed

    Kirk, Hannah E; Gray, Kylie; Riby, Deborah M; Taffe, John; Cornish, Kim M

    2017-11-01

    Despite well-documented attention deficits in children with intellectual and developmental disabilities (IDD), distinctions across types of attention problems and their association with academic attainment has not been fully explored. This study examines visual attention capacities and inattentive/hyperactive behaviours in 77 children aged 4 to 11 years with IDD and elevated behavioural attention difficulties. Children with autism spectrum disorder (ASD; n = 23), Down syndrome (DS; n = 22), and non-specific intellectual disability (NSID; n = 32) completed computerized visual search and vigilance paradigms. In addition, parents and teachers completed rating scales of inattention and hyperactivity. Concurrent associations between attention abilities and early literacy and numeracy skills were also examined. Children completed measures of receptive vocabulary, phonological abilities and cardinality skills. As expected, the results indicated that all groups had relatively comparable levels of inattentive/hyperactive behaviours as rated by parents and teachers. However, the extent of visual attention deficits varied as a result of group; namely children with DS had poorer visual search and vigilance abilities than children with ASD and NSID. Further, significant associations between visual attention difficulties and poorer literacy and numeracy skills were observed, regardless of group. Collectively the findings demonstrate that in children with IDD who present with homogenous behavioural attention difficulties, at the cognitive level, subtle profiles of attentional problems can be delineated. © 2016 John Wiley & Sons Ltd.

  12. [The relationship between academic self-efficacy and academic burnout in medical students].

    PubMed

    Lee, Su Hyun; Jeon, Woo Taek

    2015-03-01

    The purpose of this study was to examine the correlation between academic burnout and academic self-efficacy in medical students. The study group comprised 446 students in years 1 to 4 of medical school. They were asked to rate their academic burnout and academic self-efficacy on a scale. The data were analyzed by multivariate analysis of variance and regression analysis. Academic self-efficacy was correlated negatively with academic burnout explaining 37% of academic burnout. Academic self-efficacy (especially self-confidence) had the greatest effect on academic burnout. The implications of these results are discussed in terms of an evaluation and support system for students.

  13. Corporate Communication: Building Confidence between the Academic and Business Worlds.

    ERIC Educational Resources Information Center

    Snavely, William B.; Sullivan, Dan

    1984-01-01

    Describes how business organizations view the purposes and results of communication and the role of the corporate communication professional. Suggests ways to bridge the gap between academic and business worlds. (PD)

  14. Exploring Academic Misconduct: Some Insights into Student Behaviour

    ERIC Educational Resources Information Center

    Perry, Bob

    2010-01-01

    Academic research and newspaper stories suggest that academic misconduct, including plagiarism, is on the increase. This apparent increase coupled with new internet enterprises selling "pass" papers and customized research are worrying trends. Academic misconduct is deeply harmful in a number of ways by devaluing awards, frustrating…

  15. Learning to make collective decisions: the impact of confidence escalation.

    PubMed

    Mahmoodi, Ali; Bang, Dan; Ahmadabadi, Majid Nili; Bahrami, Bahador

    2013-01-01

    Little is known about how people learn to take into account others' opinions in joint decisions. To address this question, we combined computational and empirical approaches. Human dyads made individual and joint visual perceptual decision and rated their confidence in those decisions (data previously published). We trained a reinforcement (temporal difference) learning agent to get the participants' confidence level and learn to arrive at a dyadic decision by finding the policy that either maximized the accuracy of the model decisions or maximally conformed to the empirical dyadic decisions. When confidences were shared visually without verbal interaction, RL agents successfully captured social learning. When participants exchanged confidences visually and interacted verbally, no collective benefit was achieved and the model failed to predict the dyadic behaviour. Behaviourally, dyad members' confidence increased progressively and verbal interaction accelerated this escalation. The success of the model in drawing collective benefit from dyad members was inversely related to confidence escalation rate. The findings show an automated learning agent can, in principle, combine individual opinions and achieve collective benefit but the same agent cannot discount the escalation suggesting that one cognitive component of collective decision making in human may involve discounting of overconfidence arising from interactions.

  16. Individual Confidence-Weighting and Group Decision-Making.

    PubMed

    Marshall, James A R; Brown, Gavin; Radford, Andrew N

    2017-09-01

    Group-living species frequently pool individual information so as to reach consensus decisions such as when and where to move, or whether a predator is present. Such opinion-pooling has been demonstrated empirically, and theoretical models have been proposed to explain why group decisions are more reliable than individual decisions. Behavioural ecology theory frequently assumes that all individuals have equal decision-making abilities, but decision theory relaxes this assumption and has been tested in human groups. We summarise relevant theory and argue for its applicability to collective animal decisions. We consider selective pressure on confidence-weighting in groups of related and unrelated individuals. We also consider which species and behaviours may provide evidence of confidence-weighting, paying particular attention to the sophisticated vocal communication of cooperative breeders. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  17. Effects of Behavioural Objectives-Based Instructional Strategy on Senior School Students' Academic Performance in Mathematics in Omu-Aran, Nigeria

    ERIC Educational Resources Information Center

    Salman, M. F.; Yahaya, L. A.; Yusuf, A.; Ahmed, M. A.; Ayinla, J. O.

    2012-01-01

    This study sought for the effect of the use of behavioural objectives on Senior Secondary students' academic performance in Mathematics in Omu-Aran, Kwara South Senatorial District Area of Kwara State, Nigeria. The target population for the study comprised Senior Secondary Two (SS II) students in Omu-Aran town. Purposive sampling technique was…

  18. Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity.

    PubMed

    Flouri, Eirini; Tzavidis, Nikos

    2011-02-01

    This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural problems was non-quadratic. Intelligence rather than academic achievement moderated the association between contextual risk and children's emotional and behavioural problems. However, the interaction effect was significant only on peer problems. These findings suggest that both moderator and outcome specificity should be considered when evaluating the role of intellectual competence in the association between contextual risk and children's emotional and behavioural problems.

  19. Confidence Analyses of Self-Interpretation and Self-Description in Depressive Behaviour

    ERIC Educational Resources Information Center

    Rothuber, Helfried; Leibetseder, Max; Mitterauer, Bernhard

    2014-01-01

    The present paper represents an investigation in the procedure to validate a new questionnaire (Salzburg Subjective Behavioural Analysis, SSBA). This questionnaire is based on a new approach to the diagnosis of depressive behaviour. It is hypothesized that a patient suffering from a depressive disorder loses the ability to produce one or more…

  20. Whistleblowing in academic medicine

    PubMed Central

    Rhodes, R; Strain, J

    2004-01-01

    The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine. PMID:14872069

  1. Applying Bootstrap Resampling to Compute Confidence Intervals for Various Statistics with R

    ERIC Educational Resources Information Center

    Dogan, C. Deha

    2017-01-01

    Background: Most of the studies in academic journals use p values to represent statistical significance. However, this is not a good indicator of practical significance. Although confidence intervals provide information about the precision of point estimation, they are, unfortunately, rarely used. The infrequent use of confidence intervals might…

  2. Child behaviour problems and childhood illness: development of the Eczema Behaviour Checklist.

    PubMed

    Mitchell, A E; Morawska, A; Fraser, J A; Sillar, K

    2017-01-01

    Children with atopic dermatitis are at increased risk of both general behaviour problems, and those specific to the condition and its treatment. This can hamper the ability of parents to carry out treatment and manage the condition effectively. To date, there is no published instrument available to assess child behaviour difficulties in the context of atopic dermatitis management. Our aim was to develop a reliable and valid instrument to assess atopic dermatitis-specific child behaviour problems, and parents' self-efficacy (confidence) for managing these behaviours. The Eczema Behaviour Checklist (EBC) was developed as a 25-item questionnaire to measure (i) extent of behaviour problems (EBC Extent scale), and (ii) parents' self-efficacy for managing behaviour problems (EBC Confidence scale), in the context of child atopic dermatitis management. A community-based sample of 292 parents completed the EBC, measures of general behaviour difficulties, self-efficacy with atopic dermatitis management and use of dysfunctional parenting strategies. There was satisfactory internal consistency and construct validity for EBC Extent and Confidence scales. There was a negative correlation between atopic dermatitis-specific behaviour problems and parents' self-efficacy for dealing with behaviours (r = -.53, p < .001). Factor analyses revealed a three-factor structure for both scales: (i) treatment-related behaviours; (ii) symptom-related behaviours; and (iii) behaviours related to impact of the illness. Variation in parents' self-efficacy for managing their child's atopic dermatitis was explained by intensity of illness-specific child behaviour problems and parents' self-efficacy for dealing with the behaviours. The new measure of atopic dermatitis-specific child behaviour problems was a stronger predictor of parents' self-efficacy for managing their child's condition than was the measure of general child behaviour difficulties. Results provide preliminary evidence of

  3. Sustainable Attitudes and Behaviours amongst a Sample of Non-Academic Staff: A Case Study from an Information Services Department, Griffith University, Brisbane

    ERIC Educational Resources Information Center

    Davis, G.; O'Callaghan, F.; Knox, K.

    2009-01-01

    Purpose: The purpose of this paper is seek to characterise sustainable attitudes and behaviours (including recycling and waste minimisation, energy efficiency, water conservation and "green" purchasing) amongst non-academic staff within Griffith University, Queensland. Design/methodology/approach: For this study, the attitudes and…

  4. [Alcohol use and health-risk behaviours among academic students in Podkarpackie].

    PubMed

    Zadarko-Domaradzka, Maria; Zadarko, Emilian; Barabasz, Zbigniew; Sobolewski, Marek

    2013-01-01

    Alcohol over-use is one of the risk behaviour and has harmful effects on health. In the whole European Region ever forth death among 15-29 years old people is caused by alcohol over. use. The aim of the paper is to present the degree of alcohol consumption propagation among academic stu. dents in Podkarpackie, as well as estimate the occurrence of hazardous drinking. Anonymous questionnaire survey was conducted among academic students in 2010. Chi-square test was used for statistical analysis. There is statistical difference regarding alcohol use between women and men. Men report to drink more and more frequent. Regular alcohol use was declared by 11.9% of men and 2.3% of women. Hazardous drinking was reported by 20.7% students. Age does not statistically differ the occurrence of hazardous drinking. However, it is interesting that although among the group of 19 years old, every seventh student reports hazardous drinking, among the other groups it was reported by every fifth student. More students from urban areas (24%), than from rural areas (18%) report hazardous drinking. Students living in dormitory almost twice more frequent are at the risk of hazardous drinking (29%), than those living with parents (17%). Among female students hazardous drinking was reported by the following faculties: touristic and recreation (24%), law(13%), medical (14%) and mathematic-environmental (15%). Among men students hazardous drinking was highly reported by law and administration faculty students (33%). Among hazardous drinking students as many as 45% regularly smoke cigarettes.

  5. Legitimizing Black Academic Failure: Deconstructing Staff Discourses on Academic Success, Appearance and Behaviour

    ERIC Educational Resources Information Center

    Rollock, Nicola

    2007-01-01

    The continued lower academic attainment of Black (especially Black Caribbean) pupils is now well established. Yet, to date there has been no single coherent national Government strategy that has successfully closed the gap in educational attainment between either Black and White pupils or between Black pupils and the national average. Academic and…

  6. Public Loss of Confidence in the U.S. Government: Implications for Higher Education.

    ERIC Educational Resources Information Center

    Bogler, Ronit

    The unsatisfactory status of higher education in the United States has many explanations, such as the declining value of scholarship and academic ethos and the neglect of teaching obligations in favor of research duties. This paper posits another theory for the skepticism toward academic institutions: the general loss of confidence of the American…

  7. Does Classroom Management Coursework Influence Pre-service Teachers' Perceived Preparedness or Confidence?

    ERIC Educational Resources Information Center

    O'Neill, Sue; Stephenson, Jennifer

    2012-01-01

    There has been conjecture that completing focused coursework units on classroom management during pre-service teacher preparation might lead to increased feelings of preparedness and confidence. This study reports the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of…

  8. Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

    ERIC Educational Resources Information Center

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

    Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

  9. Examination of the Relationship between TEOG Score Transition (from Basic to Secondary Education), Self-Confidence, Self-Efficacy and Motivation Level

    ERIC Educational Resources Information Center

    Usta, H. Gonca

    2017-01-01

    The relationship between individuals' academic success, motivation and self-confidence and self-efficacy levels cannot be ignored. The aim of this study is to develop and test a theoretical model considering the relationship between academic motivation, self-confidence and self-efficacy levels in transition from middle school to high school. For…

  10. Building Academic Confidence in English Language Learners in Elementary School

    ERIC Educational Resources Information Center

    Vazquez, Alejandra

    2014-01-01

    Non-English speaking students lack the confidence and preparation to be verbally actively engaged in the classroom. Students may frequently display hesitation in learning to speak English, and may also lack a teacher's guidance in becoming proficient English speakers. The purpose of this research is to examine how teachers build academic…

  11. Concept analysis: confidence/self-confidence.

    PubMed

    Perry, Patricia

    2011-01-01

    Confidence and self-confidence are crucial practice elements in nursing education and practice. Nurse educators should have an understanding of the concept of confidence in order to assist in the accomplishment of nursing students and their learning of technical and nontechnical skills. With the aim of facilitating trusted care of patients in the healthcare setting, nursing professionals must exhibit confidence, and, as such, clarification and analysis of its meaning is necessary. The purpose of this analysis is to provide clarity to the meaning of the concept confidence/self-confidence, while gaining a more comprehensive understanding of its attributes, antecedents, and consequences. Walker and Avant's eight-step method of concept analysis was utilized for the framework of the analysis process with model, contrary, borderline, and related cases presented along with attributes, antecedents, consequences, and empirical referents identified. Understanding both the individualized development of confidence among prelicensure nursing students and the role of the nurse educator in the development of confident nursing practice, nurse educators can assist students in the development of confidence and competency. Future research surrounding the nature and development of confidence/self-confidence in the prelicensure nursing student experiencing human patient simulation sessions would assist to help educators further promote the development of confidence. © 2011 Wiley Periodicals, Inc.

  12. Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities.

    PubMed

    Dessemontet, R Sermier; Bless, G; Morin, D

    2012-06-01

    While an extensive body of research has examined the outcomes of inclusion for pupils with special needs, in particular learning disabilities, its effects on the development of children with intellectual disabilities (ID) have been less explored. As inclusive practices tend to be more common for this group of children, it is important to acquire more knowledge on this issue. A comparative study with an experimental group of 34 children with ID fully included in general education classrooms with support, and a control group of 34 comparable children in special schools has been conducted. The progress accomplished by these two groups in their academic achievement and adaptive behaviour has been compared over two school years. Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behaviour. Inclusive education is an appropriate educational option for primary pupils with ID who require extensive support in school. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

  13. Academic dishonesty among Italian nursing students: A longitudinal study.

    PubMed

    Macale, Loreana; Ghezzi, Valerio; Rocco, Gennaro; Fida, Roberta; Vellone, Ercole; Alvaro, Rosaria

    2017-03-01

    Considering the ethical issues related to nursing and that Ethics is an integral part of the nursing education in the degree course, one would suppose that academic dishonesty might be less frequent in nursing students than in students of other disciplines. However, several studies show that this trend of deceitful behaviour seems to be similar among the university nursing students and those of other disciplines. The aim of this study is to investigate the phenomenon of academic dishonesty in the classroom from a longitudinal perspective within a cohort of Italian nursing students. A non-experimental longitudinal design was used. All nursing students were recruited from the Nursing Science Bachelor Degree Program of a big Italian university in the centre of Italy and participants were part of an ongoing longitudinal research project which started in 2011 on nursing students' wellbeing. The results show that students get accustomed to taking academically deceitful actions. They come to consider their behaviours acceptable and normal, thereby stabilizing them, which increases the probability of stabilizing subsequent deceitful behaviours. The stability through time of academic cheating behaviours committed during higher education, within the study's timeframe, provides important perspectives into the establishment of rigorous standards of ethical and moral behaviours by the students. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. Motivation in Academic Life: A Prestige Economy

    ERIC Educational Resources Information Center

    Blackmore, Paul; Kandiko, Camille B.

    2011-01-01

    The introduction of performance-related pay into universities in recent years implies a belief that academic behaviours are modified by money. However, many valued academic activities are poorly paid or not paid at all. Clearly other factors are at work. Academic motivation and new working patterns are explored using the literature. An…

  15. Exploring the paradox: A cross-sectional study of academic dishonesty among Australian nursing students.

    PubMed

    Birks, Melanie; Smithson, John; Antney, Janene; Zhao, Lin; Burkot, Camilla

    2018-06-01

    Universities' responsibility to ensure academic integrity is frustrated by software and communication tools that facilitate content reuse coupled with a growing international essay writing economy. A wide range of behaviours constitute academic dishonesty and while a complex phenomenon to examine, existing evidence suggests that there is sufficient proliferation (both in volume and variety) of these behaviours among Australian university students to warrant concern. This proliferation presents faculty and staff with new challenges in ensuring academic integrity. This paper reports findings of a nationwide cross-sectional survey of 361 students enrolled in an Australian nursing degree program and describes the extent of academic dishonesty among those surveyed. An online survey adapted from previous work was used to collect data on academic dishonesty, professional dishonesty and social desirability bias. Analysis of this data enabled identification of the prevalence of dishonesty, relationships between individual characteristics and dishonest behaviours, associations between academic and professional dishonesty, and the impact of deterrents to such behaviour. Plagiarism was the most frequently reported form of academic misconduct. Most participants indicated that threat of severe punishment and signing of verification statements would deter undesirable academic behaviour. Despite this, a relatively high proportion of students reported engaging in at least one form of academic misconduct, the likelihood of which was higher among younger age groups. Of concern was that a correlation was found between academic and professional misconduct, the most common being the recording of inaccurate or fabricated vital signs and breaching client privacy. In health professional education, there is a tendency to assume that the nobility of these disciplines would result in a lower incidence of cheating behaviours. The findings of this study support existing literature that refutes

  16. Academic Integrity: A Review of the Literature

    ERIC Educational Resources Information Center

    Macfarlane, Bruce; Zhang, Jingjing; Pun, Annie

    2014-01-01

    This article provides a literature review on academic integrity, which encompasses the values, behaviour and conduct of academics in all aspects of their practice. This is a growing area of academic research as a result of the expansion of higher education on a global basis and concerns about standards of professional conduct. The article maps the…

  17. Birthweight-discordance and differences in early parenting relate to monozygotic twin differences in behaviour problems and academic achievement at age 7.

    PubMed

    Asbury, Kathryn; Dunn, Judith F; Plomin, Robert

    2006-03-01

    This longitudinal monozygotic (MZ) twin differences study explored associations between birthweight and early family environment and teacher-rated behaviour problems and academic achievement at age 7. MZ differences in anxiety, hyperactivity, conduct problems, peer problems and academic achievement correlated significantly with MZ differences in birthweight and early family environment, showing effect sizes of up to 2%. As predicted by earlier research, associations increased at the extremes of discordance, even in a longitudinal, cross-rater design, with effect sizes reaching as high as 12%. As with previous research some of these non-shared environmental (NSE) relationships appeared to operate partly as a function of SES, family chaos and maternal depression. Higher-risk families generally showed stronger negative associations.

  18. A Structural Equation Modelling of the Academic Self-Concept Scale

    ERIC Educational Resources Information Center

    Matovu, Musa

    2014-01-01

    The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and…

  19. Behavioural problems in Sri Lankan schoolchildren: associations with socio-economic status, age, gender, academic progress, ethnicity and religion.

    PubMed

    Prior, Margot; Virasinghe, Shanya; Smart, Diana

    2005-08-01

    Little is known about behavioural and emotional adjustment in children in Sri Lanka, and this study is the first attempt to assess mental health problems in this population. Using the Strengths and Difficulties Questionnaire (Goodman R (1994) A modified version of the Rutter parent questionnaire including items on children's strengths: a research note. J Child Psychol Psychiatry 35:1483-1494) with parent, teacher and child informants, in a large sample of 10- to 13-year-old school children from Colombo, we found rates and types of problems consistent with other international studies of child mental health. Problem rates were higher in boys and were associated with lower SES and poorer academic performance. Relationships between behavioural adjustment and Tamil ethnicity and Hindu religion emerged in this sample and could possibly be associated with the experience of longstanding ethnic conflict in Sri Lanka. The study confirms the need for development of child and adolescent health services in Sri Lanka.

  20. School start time effects on adolescent learning and academic performance, emotional health and behaviour.

    PubMed

    Wahlstrom, Kyla L; Owens, Judith A

    2017-11-01

    The investigation of the relationship between the time of day that school begins and the effects it could have on students began in the mid-1990s. Since that time, many articles have been written either for the medical literature or the educational literature. This review is intended to bridge that gap by examining together the findings for both academic and health outcomes, exploring what we know and what is needed in further investigation. Teens who are sleep deficient (defined as obtaining less than 8 h per night) because of early starting time for their school are much more likely to engage in risky behaviours, such as drug, cigarette and alcohol use, have significant feelings of depression, get lower grades and are at greater risk for car crashes. Many studies of academic performance and later school start time indicate benefits, although further research is needed to understand the related mechanisms that contribute to improvements in achievement. Recent research in adolescent sleep and outcomes is being shaped by not only measuring sleep duration, but also examining the timing in which sleep occurs. Early school starting time for middle and high students has a clear, deleterious effect on their health and well being. Most recently, sleep deficit in teens is being viewed as a public health issue that needs a wider discussion about its impact and it necessitates improved public education about the sleep phase shift that occurs during adolescence.

  1. Higher Education, Academic Communities, and the Intellectual Virtues

    ERIC Educational Resources Information Center

    Jones, Ward E.

    2012-01-01

    Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching…

  2. Gendered Habitus and Gender Differences in Academic Achievement

    ERIC Educational Resources Information Center

    Edgerton, Jason; Peter, Tracey; Roberts, Lance

    2014-01-01

    Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a "class"…

  3. A new modelling approach for zooplankton behaviour

    NASA Astrophysics Data System (ADS)

    Keiyu, A. Y.; Yamazaki, H.; Strickler, J. R.

    We have developed a new simulation technique to model zooplankton behaviour. The approach utilizes neither the conventional artificial intelligence nor neural network methods. We have designed an adaptive behaviour network, which is similar to BEER [(1990) Intelligence as an adaptive behaviour: an experiment in computational neuroethology, Academic Press], based on observational studies of zooplankton behaviour. The proposed method is compared with non- "intelligent" models—random walk and correlated walk models—as well as observed behaviour in a laboratory tank. Although the network is simple, the model exhibits rich behavioural patterns similar to live copepods.

  4. Getting started in academic cardiothoracic surgery.

    PubMed

    Verrier, E D

    2000-04-01

    Preparing to begin a career in academic cardiothoracic surgery requires forethought and desire. Success mandates honesty, discipline, opportunity, and support. This article will attempt to review some fundamental concepts important in starting such an academic career. The thoughts are somewhat personal and not meant to be inclusive. The article will briefly discuss the following issues: choosing the first job, transitions, effective time management, developing clinical confidence, the continued need for mentorship, developing educational value, developing a philosophy of academic growth, intellectual and emotional honesty, myths, mental and physical health, and keys to success.

  5. Psychological Adjustment and Academic Achievement among Adolescents

    ERIC Educational Resources Information Center

    Mahmood, Khalid; Iqbal, Muhammad Maqsood

    2015-01-01

    This study was studied that emotional and behavioural problems of young students who are directly related to their academic achievement and thus play a vital role in the development of young learners carrier. This study helped to fill a gap by conducting an exploration of psychological adjustment and academic achievement among adolescents. It also…

  6. Competitive Behaviour in Publicly Funded Academic Institutions

    ERIC Educational Resources Information Center

    Farhan, Bayan Yousef

    2016-01-01

    The need to compete is not limited to business organizations but is also one of the normal practices of publicly funded academic institutions. Reforming higher education and the adoption of neoliberal policies have transformed publicly funded colleges and universities and have forced them towards the market. The paper reviews and critiques: (1)…

  7. Perceived difficulty in the theory of planned behaviour: perceived behavioural control or affective attitude?

    PubMed

    Kraft, Pål; Rise, Jostein; Sutton, Stephen; Røysamb, Espen

    2005-09-01

    A study was conducted to explore (a) the dimensional structure of perceived behavioural control (PBC), (b) the conceptual basis of perceived difficulty items, and (c) how PBC components and instrumental and affective attitudes, respectively, relate to intention and behaviour. The material stemmed from a two-wave study of Norwegian graduate students (N = 227 for the prediction of intention and N = 110 for the prediction of behaviour). Data were analysed using confirmatory factor analysis (CFA) and multiple regression by the application of structural equation modelling (SEM). CFA suggested that PBC could be conceived of as consisting of three separate but interrelated factors (perceived control, perceived confidence and perceived difficulty), or as two separate but interrelated factors representing self-efficacy (measured by perceived difficulty and perceived confidence or by just perceived confidence) and perceived control. However, the perceived difficulty items also overlapped substantially with affective attitude. Perceived confidence was a strong predictor of exercise intention but not of recycling intention. Perceived control, however, was a strong predictor of recycling intention but not exercise intention. Affective attitudes but not instrumental attitudes were identified as substantial predictors of intentions. The findings suggest that at least under some circumstances it may be inadequate to measure PBC by means of perceived difficulty. One possible consequence may be that the role of PBC as a predictor of intention is somewhat overestimated, whereas the role of (affective) attitude may be similarly underestimated.

  8. Future time orientation predicts academic engagement among first-year university students.

    PubMed

    Horstmanshof, Louise; Zimitat, Craig

    2007-09-01

    Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Participants (N=347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.

  9. Metacognitive Beliefs, Self-Confidence and Primary Learning Environment of Sixth Grade Students

    ERIC Educational Resources Information Center

    Kleitman, Sabina; Gibson, Jennifer

    2011-01-01

    Metacognition is an integral component of a self-regulated approach to learning. The present study examined the relationships between academic self-efficacy and perceptions of one's own competence in memory and reasoning abilities, and their role in predicting the Self-confidence trait. The study also aimed to determine the role of key classroom…

  10. The Effects of Using Ticks and Crosses on Academic Self-Concept

    ERIC Educational Resources Information Center

    Paul, Robert; de Fockert, Jan W.

    2012-01-01

    Behaviour, including academic performance, can be influenced by implicit primes; and both objective performance and subjective ratings are susceptible to priming effects. Here, we report a new priming effect on academic self-ratings. Participants twice completed a measure of academic self-concept. In the first session, they all used circles to…

  11. Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

    ERIC Educational Resources Information Center

    Callahan, Kadian M.

    2009-01-01

    Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini,…

  12. The Development and Initial Use of a Survey of Student "Belongingness", Engagement and Self-Confidence in UK Higher Education

    ERIC Educational Resources Information Center

    Yorke, Mantz

    2016-01-01

    Students' sense of "belongingness" and their engagement in academic study have been identified as key contributors to student success. A short instrument that can identify changes over time in students' sense of belonging to their institution, their academic engagement and their self-confidence has been developed and used in conjunction…

  13. Female College Students’ Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study

    PubMed Central

    Walsh, Jennifer L.; Fielder, Robyn L.; Carey, Kate B.; Carey, Michael P.

    2013-01-01

    This longitudinal study describes women’s media use during their first year of college and examines associations between media use and academic outcomes. Female students (N = 483, Mage = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heaviest. In general, media use was negatively associated with academic outcomes after controlling for prior academics and demographics. Exceptions were newspaper reading and music listening, which were positively associated with academic outcomes. There were significant indirect effects of magazine reading and social networking on GPA via academic behaviors, confidence, and problems. Results show that female college students are heavy users of new media, and that some forms of media use may adversely impact academic performance. PMID:24505554

  14. Linking Academic Integrity and Classroom Civility: Student Attitudes and Institutional Response

    ERIC Educational Resources Information Center

    Brooks, Troy; Marini, Zopito; Radue, Jon

    2011-01-01

    This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student's willingness to respect the…

  15. Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students.

    PubMed

    Datu, Jesus Alfonso D

    2017-04-09

    Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

  16. Health inequalities among adolescents: the impact of academic orientation and parents' education.

    PubMed

    Hagquist, Curt E I

    2007-02-01

    Traditionally, the socio-economic position of adolescents has been measured using information about parents' occupation, parents' level of education, or household income. Since the adolescence is a developmental stage characterised by a search for and a move into individual life tracks a shift of focus from socio-economic position of origin to socio-economic position of destination is justified. Academic orientation may be used as a rough indicator of future social position. The purpose of the study was to elucidate the link between academic orientation and parents' education on the one hand and subjective health and health-related behaviour among adolescents on the other. The study was based on cross-sectional questionnaire data collected in 1999 and 2003 among 1828 18-year-old students in year 2 of upper secondary school in a Swedish city. The data were analysed using contingency tables and logistic regression. Subjective health and health-related behaviour was strongly linked to academic orientation but not directly to parents' education. The pattern is unambiguous, poor health and health-damaging behaviour being significantly higher among students in non-theoretical programmes than among students in theoretical programmes. Academic orientation is a useful concept in order to detect health inequalities and a powerful way of identifying adolescents at higher risk. The unequal distribution of health and health-damaging behaviour according to academic orientation among adolescents turns out to be an important challenge for public health work.

  17. Improved confidence in performing nutrition and physical activity behaviours mediates behavioural change in young adults: Mediation results of a randomised controlled mHealth intervention.

    PubMed

    Partridge, Stephanie R; McGeechan, Kevin; Bauman, Adrian; Phongsavan, Philayrath; Allman-Farinelli, Margaret

    2017-01-01

    The burden of weight gain disproportionally affects young adults. Understanding the underlying behavioural mechanisms of change in mHealth nutrition and physical activity interventions designed for young adults is important for enhancing and translating effective interventions. First, we hypothesised that knowledge, self-efficacy and stage-of-change for nutrition and physical activity behaviours would improve, and second, that self-efficacy changes in nutrition and physical activity behaviours mediate the behaviour changes observed in an mHealth RCT for prevention of weight gain. Young adults, aged 18-35 years at risk of weight gain (n = 250) were randomly assigned to an mHealth-program, TXT2BFiT, consisting of a three-month intensive phase and six-month maintenance phase or to a control group. Self-reported online surveys at baseline, three- and nine-months assessed nutrition and physical activity behaviours, knowledge, self-efficacy and stage-of-change. The mediating effect of self-efficacy was assessed in multiple PROCESS macro-models for three- and nine-month nutrition and physical activity behaviour change. Young adults randomised to the intervention increased and maintained knowledge of fruit requirements (P = 0.029) compared to controls. Intervention participants' fruit and takeaway behaviours improved to meet recommendations at nine months, with a greater proportion progressing to action or maintenance stage-of-change (P < 0.001 and P = 0.012 respectively) compared to controls. Intervention participants' vegetable and physical activity behaviours did not meet recommendations, thereby halting progress to action or maintenance stage-of-change. Indirect effects of improved nutrition and physical activity behaviours at three- and nine-months in the intervention group were explained by changes in self-efficacy, accounting for 8%-37% of the total effect. This provides insights into how the mHealth intervention achieved part of its effects and the

  18. Academic Pre-Orientation Program for Dental Students: Beginning and End of Program Evaluations, 1998-2016.

    PubMed

    D'Silva, Evan R; Woolfolk, Marilyn W; Duff, Renee E; Inglehart, Marita R

    2018-04-01

    Admitting students from non-traditional or disadvantaged backgrounds can increase the diversity of dental school classes. The aims of this study were to analyze how interested non-traditional incoming dental students were at the beginning of an academic pre-orientation program in learning about basic science, dentistry-related topics, and academic skills; how confident they were in doing well in basic science and dentistry-related courses; and how they evaluated the program at the end. The relationships between personal (interest/confidence) and structural factors (program year, number of participants) and program evaluations were also explored. All 360 students in this program at the University of Michigan from 1998 to 2016 were invited to participate in surveys at the beginning and end of the educational intervention. A total of 353 students responded at the beginning (response rate 98%), and 338 responded at the end (response rate 94%). At the beginning, students were more interested in learning about basic science and dentistry-related topics than about academic skills, and they were more confident in their dentistry- related than basic science-related abilities. At the end, students valued basic science and dentistry-related education more positively than academic skills training. Confidence in doing well and interest in basic science and dentistry-related topics were correlated. The more recent the program was, the less confident the students were in their basic science abilities and the more worthwhile they considered the program to be. The more participants the program had, the more confident the students were, and the better they evaluated their basic science and dentistry-related education. Overall, this academic pre-orientation program was positively evaluated by the participants.

  19. English Language Teaching and the Promotion of Academic Ethics

    ERIC Educational Resources Information Center

    Ntombela, Berrington

    2011-01-01

    Institutions of higher learning carry a burden of inculcating a culture of academic ethical behaviour among students as part of their responsibility to produce citizens of high calibre. In fact, this burden is more expedient and pronounced because of aberrant behaviours such as cheating that can potentially affect institutions' credibility. This…

  20. Perceptions of medical school graduates and students regarding their academic preparation to teach.

    PubMed

    Henry, B W; Haworth, J G; Hering, P

    2006-09-01

    How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (p<0.002) than residents rated themselves. The residents and students in this study viewed academic preparation for teaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.

  1. The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether.

    PubMed

    Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde

    2017-09-01

    Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management. In a sample of 175 preschool boys showing signs of externalizing behaviour (M age  = 4 years, 9 months, SD age  = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement. Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test. Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2. This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour. © 2017 The British Psychological Society.

  2. The association between exaggeration in health related science news and academic press releases: retrospective observational study

    PubMed Central

    Vivian-Griffiths, Solveiga; Boivin, Jacky; Williams, Andy; Venetis, Christos A; Davies, Aimée; Ogden, Jack; Whelan, Leanne; Hughes, Bethan; Dalton, Bethan; Boy, Fred

    2014-01-01

    Objective To identify the source (press releases or news) of distortions, exaggerations, or changes to the main conclusions drawn from research that could potentially influence a reader’s health related behaviour. Design Retrospective quantitative content analysis. Setting Journal articles, press releases, and related news, with accompanying simulations. Sample Press releases (n=462) on biomedical and health related science issued by 20 leading UK universities in 2011, alongside their associated peer reviewed research papers and news stories (n=668). Main outcome measures Advice to readers to change behaviour, causal statements drawn from correlational research, and inference to humans from animal research that went beyond those in the associated peer reviewed papers. Results 40% (95% confidence interval 33% to 46%) of the press releases contained exaggerated advice, 33% (26% to 40%) contained exaggerated causal claims, and 36% (28% to 46%) contained exaggerated inference to humans from animal research. When press releases contained such exaggeration, 58% (95% confidence interval 48% to 68%), 81% (70% to 93%), and 86% (77% to 95%) of news stories, respectively, contained similar exaggeration, compared with exaggeration rates of 17% (10% to 24%), 18% (9% to 27%), and 10% (0% to 19%) in news when the press releases were not exaggerated. Odds ratios for each category of analysis were 6.5 (95% confidence interval 3.5 to 12), 20 (7.6 to 51), and 56 (15 to 211). At the same time, there was little evidence that exaggeration in press releases increased the uptake of news. Conclusions Exaggeration in news is strongly associated with exaggeration in press releases. Improving the accuracy of academic press releases could represent a key opportunity for reducing misleading health related news. PMID:25498121

  3. The association between exaggeration in health related science news and academic press releases: retrospective observational study.

    PubMed

    Sumner, Petroc; Vivian-Griffiths, Solveiga; Boivin, Jacky; Williams, Andy; Venetis, Christos A; Davies, Aimée; Ogden, Jack; Whelan, Leanne; Hughes, Bethan; Dalton, Bethan; Boy, Fred; Chambers, Christopher D

    2014-12-09

    To identify the source (press releases or news) of distortions, exaggerations, or changes to the main conclusions drawn from research that could potentially influence a reader's health related behaviour. Retrospective quantitative content analysis. Journal articles, press releases, and related news, with accompanying simulations. Press releases (n = 462) on biomedical and health related science issued by 20 leading UK universities in 2011, alongside their associated peer reviewed research papers and news stories (n = 668). Advice to readers to change behaviour, causal statements drawn from correlational research, and inference to humans from animal research that went beyond those in the associated peer reviewed papers. 40% (95% confidence interval 33% to 46%) of the press releases contained exaggerated advice, 33% (26% to 40%) contained exaggerated causal claims, and 36% (28% to 46%) contained exaggerated inference to humans from animal research. When press releases contained such exaggeration, 58% (95% confidence interval 48% to 68%), 81% (70% to 93%), and 86% (77% to 95%) of news stories, respectively, contained similar exaggeration, compared with exaggeration rates of 17% (10% to 24%), 18% (9% to 27%), and 10% (0% to 19%) in news when the press releases were not exaggerated. Odds ratios for each category of analysis were 6.5 (95% confidence interval 3.5 to 12), 20 (7.6 to 51), and 56 (15 to 211). At the same time, there was little evidence that exaggeration in press releases increased the uptake of news. Exaggeration in news is strongly associated with exaggeration in press releases. Improving the accuracy of academic press releases could represent a key opportunity for reducing misleading health related news. © Sumner et al 2014.

  4. Measuring the Academic Self-Efficacy of First-Year Accounting Students

    ERIC Educational Resources Information Center

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

    This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

  5. One Year On: First-Year Primary Teachers' Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use

    ERIC Educational Resources Information Center

    O'Neill, Sue; Stephenson, Jennifer

    2013-01-01

    This article reports the findings of a one-year follow-up study of Australian beginning primary teachers' perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary…

  6. Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning

    ERIC Educational Resources Information Center

    Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.

    2016-01-01

    Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific…

  7. Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

    ERIC Educational Resources Information Center

    Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

    2018-01-01

    The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

  8. Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

    ERIC Educational Resources Information Center

    Sakiz, Gonul

    2012-01-01

    The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

  9. Who would students ask for help in academic cheating? Cross-sectional study of medical students in Croatia.

    PubMed

    Đogaš, Varja; Jerončić, Ana; Marušić, Matko; Marušić, Ana

    2014-12-30

    Academic cheating does not happen as an isolated action of an individual but is most often a collaborative practice. As there are few studies that looked at who are collaborators in cheating, we investigated medical students' readiness to engage others in academic dishonest behaviours. In a cross-sectional survey study in Zagreb, Croatia, 592 medical students from the first, 3rd and 6th (final) study year anonymously answered a survey of readiness to ask family, friends, colleagues or strangers for help in 4 different forms of academic cheating or for 2 personal material favours. Stepwise multiple linear regression models (MLR) were used to evaluate potential factors influencing propensity for engaging others in these two types of behaviour. Many students would ask another person for help in academic cheating, from 88.8% to 26.9% depending on a cheating behaviour. Students would most often ask a family member or friend for help in academic cheating. The same "helpers" were identified for non-academic related behaviour - asking for personal material favours. More respondents, however, would include three or four persons for asking help in academic cheating than for routine material favours. Score on material favours survey was the strongest positive predictor of readiness for asking help in academic cheating (stepwise MLR model; beta = 0.308, P < 0.0001) followed by extrinsic motivation (compensation) and male gender, whereas intrinsic motivation, year of study and grade point average were weak negative predictors. Our study indicates that medical students are willing to engage more than one person in either close or distant relationships in academic cheating. In order to develop effective preventive measures to deter cheating at medical academic institutions, factors surrounding students' preference towards academic cheating rather than routine favours should be further investigated.

  10. Academic Sensemaking and Behavioural Responses--Exploring How Academics Perceive and Respond to Identity Threats in Times of Turmoil

    ERIC Educational Resources Information Center

    Degn, Lise

    2018-01-01

    Reforms and changing ideas about what higher education institutions are and should be have put pressure on academic identity. The present paper explores the way academics in Danish universities make sense of their changing circumstances, and how this affects their perceptions of their organization, their leaders and of themselves. The study…

  11. The Role of Interpersonal Comfort, Attributional Confidence, and Communication Quality in Academic Mentoring Relationships

    ERIC Educational Resources Information Center

    Yim, Laetitia; Waters, Lea

    2013-01-01

    The aim of this study was to explore mentoring between supervisors and their postgraduate students by (a) investigating types of mentoring functions offered in academic mentoring relationships, (b) exploring perceptions of supervisors and their postgraduate students about provisions for mentoring support, and (c) examining how interpersonal…

  12. The Interrelationship between Student Learning Experience and Study Behaviour

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2011-01-01

    This study examined the interrelationship between student learning experiences and study behaviour in explaining academic achievement. The participants were 541 final year students from a university in Hong Kong. Students' learning experiences and study behaviour were measured using the Course Experience Questionnaire and the Learning and Study…

  13. Malaysian University Students' Attitudes to Academic Dishonesty and Business Ethics

    ERIC Educational Resources Information Center

    Ahmad, Zauwiyah; Simun, Maimun; Mohammad, Junaini

    2008-01-01

    Academic dishonesty is believed to have predictive ability for subsequent behaviours in the workplace. This study adds to the literature by investigating Malaysian business students' attitudes to academic dishonesty and their attitudes to ethics issues in business. This study also explores the association between these two constructs. The form of…

  14. Constructing Model of Teachers' Innovative Behaviour in School Environment

    ERIC Educational Resources Information Center

    Nemeržitski, S.; Loogma, K.; Heinla, E.; Eisenschmidt, E.

    2013-01-01

    Teachers' innovative behaviour influences not only their teaching practices and professional habits, but also has an impact on students' creation of novel and original ideas. In spite of the increasing demand for innovative behaviour, and also relatively high academic achievements of Estonian students in international comparison, teachers in…

  15. When mothers have serious mental health problems: parenting as a proximal mediator.

    PubMed

    Oyserman, Daphna; Bybee, Deborah; Mowbray, Carol; Hart-Johnson, Tamera

    2005-08-01

    Maternal mental health (MMH) problems are associated with lack of confidence in one's parenting, overly lax or too harsh discipline, and child academic underperformance. We asked if parenting mediates the effect of MMH problems on academic outcomes even among mothers with serious mental illness (n=164). Structural equation analyses show a significant association between MMH problems and permissive (lack of parenting confidence, lack of follow through) parenting and verbal hostility as well as worse academic outcomes (school recorded grades, teacher reported behaviour). Permissive parenting completely mediated the direct effect of MMH on academic outcomes. Further analyses showed that the mediation effect was attributed to a single component of permissive parenting-lack of parenting confidence.

  16. A Cross-Sectional Study to Describe Academics' Confidence, Attitudes, and Experience of Online Distance Learning in Higher Education

    ERIC Educational Resources Information Center

    Harrison, Roger; Hutt, Ian; Thomas-Varcoe, Catherine; Motteram, Gary; Else, Kathryn; Rawlings, Barbara; Gemmell, Isla

    2017-01-01

    Previous research, mainly from North America and Asia, has highlighted how many academics in Higher Education Institutions (HEIs) are concerned about the academic integrity of online distance learning (ODL) compared with face-to-face-teaching and its impact on their work and the student learning experience. Far less is known about this topic for…

  17. The Impact of Time Management on Students’ Academic Achievement

    NASA Astrophysics Data System (ADS)

    Razali, S. N. A. M.; Rusiman, M. S.; Gan, W. S.; Arbin, N.

    2018-04-01

    Time management is very important and it may actually affect individual’s overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment’s flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

  18. Factors associated with unhealthy behaviours and health outcomes: a cross-sectional study among Tuscan adolescents (Italy).

    PubMed

    Lazzeri, Giacomo; Azzolini, Elena; Pammolli, Andrea; Simi, Rita; Meoni, Veronica; Giacchi, Mariano Vincenzo

    2014-09-25

    We aimed to determine the extent to which three core variables (school environment, peer group and family affluence) were associated with unhealthy behaviours and health outcomes among Tuscan adolescents. The unhealthy behaviours considered were smoking, alcohol consumption, sedentary lifestyle and irregular breakfast consumption; health outcomes were classified as self-reported health, multiple health complaints and life satisfaction. School environment was measured in terms of liking school, school pressure, academic achievement and classmate support; peer groups were evaluated in terms of the number of peers and frequency of peer contact. Family affluence was measured on a socioeconomic scale. Data were taken from the Tuscan 2009/10 survey of "Health Behaviour in School-aged Children", a WHO cross-national survey. A binary logistic multiple regression (95% confidence intervals) was implemented. The total sample comprised 3291 school students: 1135 11-year-olds, 1255 13-year-olds and 901 15-year-olds. Peer group and school environment were associated with unhealthy behaviours such as smoking, alcohol consumption and sedentary lifestyle. Family affluence proved to have less impact on unhealthy behaviours, except in the case of adolescents living in low-income families. Poor health outcomes were directly related to a negative school environment. Regarding the influence of family affluence, the results showed higher odds of life dissatisfaction and poor self-reported health status in medium-income families, while low-income families had higher odds only with regard to life dissatisfaction. A consistent pattern of gender differences was found in terms of both unhealthy behaviours and health outcomes. Unhealthy behaviours are strongly related to the school environment and peer group. A negative school environment proved to have the strongest relation with poor health outcomes.

  19. 'Our Care through Our Eyes'. Impact of a co-produced digital educational programme on nurses' knowledge, confidence and attitudes in providing care for children and young people who have self-harmed: a mixed-methods study in the UK.

    PubMed

    Manning, Joseph C; Carter, Tim; Latif, Asam; Horsley, Angela; Cooper, Joanne; Armstrong, Marie; Crew, Jamie; Wood, Damian; Callaghan, Patrick; Wharrad, Heather

    2017-05-04

    (1) To determine the impact of a digital educational intervention on the knowledge, attitudes, confidence and behavioural intention of registered children's nurses working with children and young people (CYP) admitted with self-harm.(2) To explore the perceived impact, suitability and usefulness of the intervention. A digital educational intervention that had been co-produced with CYP service users, registered children's nurses and academics. A prospective, uncontrolled, intervention study with preintervention and postintervention measurement, conducted at a large acute NHS Trust in the UK. From a pool of 251 registered children's nurses and 98 participants were recruited to complete the intervention (response rate=39%). At follow-up, 52% of participants completed the postintervention questionnaire, with 65% (n=33) of those reporting to have completed the digital educational intervention. Attitude towards self-harm in CYP was measured using a 13-item questionnaire; knowledge of self-harm in CYP was measured through an adapted 12-item questionnaire; confidence in different areas of practice was measured through Likert Scale responses; self-efficacy for working with CYP who have self-harmed was measured through an adapted version of the Self-efficacy Towards Helping Scale; clinical behavioural intention was measured by the Continuing Professional Development Reaction Questionnaire. Semistructured interviews were undertaken with a purposive sample of participants. For those who completed the intervention (n=33), improvements were observed in knowledge (effect size, ES: 0.69), confidence, and in some domains relating to attitudes (effectiveness domain-ES: 0.49), and clinical behavioural intention (belief about consequences-ES:0.49; moral norm-ES: 0.43; beliefs about capability-ES: 0.42). Qualitative findings suggest participants experienced skill development, feelings of empowerment and reflection on own practice. The effect of the intervention is promising and

  20. The influence of classroom peers on cognitive performance in children with behavioural problems.

    PubMed

    Bevington, J; Wishart, J G

    1999-03-01

    Identifying factors linked to underachievement is fundamental to understanding the associated academic difficulties and crucial to the development of effective intervention strategies. Underachievement in a number of academic domains has been shown to be associated with behavioural problems in the classroom but the nature of the association and direction of any causal link has yet to be clarified. This study explored the association between poor academic achievement and behavioural problems by examining the direct effects of peer presence on classroom performance in children with identified behavioural difficulties. Specifically, it was hypothesised that independent performance on a cognitive task would decrease as number of classroom peers present increased. A total of 24 children attending two special schools for children with emotional and behavioural difficulties participated in the study. Age range was 9-14 years. A within-subjects design was used in which performance on a set of perceptual/conceptual matching tasks was assessed under three conditions: the child working alone, alongside one other peer, or within a group of six. Measures of non-verbal intelligence and academic attainment were collected, along with teacher ratings of the severity of each child's problem behaviour. Performance was found to be significantly influenced by peer presence, both in terms of number of correct responses and time taken to complete the matching tasks. Direction of effects on these two performance indicators differed according to number of peers present. Findings highlight the importance of contextual factors in determining classroom performance in children with behavioural difficulties. Given the current pressure to educate all children in mainstream classes, findings have implications for classroom management.

  1. Sex Role Socialization and Perceptions of Student Academic Dishonesty by Male and Female Accounting Faculty

    ERIC Educational Resources Information Center

    Lento, Camillo; Sayed, Naqi; Bujaki, Merridee

    2018-01-01

    We examine differences between male and female accounting faculty members' perceptions of academic dishonesty and their uses of controls to prevent academically dishonest behaviour. We use socialization concepts to motivate our examination of these differences. Specifically, we find that females generally perceive academic dishonesty to be a more…

  2. ‘Our Care through Our Eyes’. Impact of a co-produced digital educational programme on nurses’ knowledge, confidence and attitudes in providing care for children and young people who have self-harmed: a mixed-methods study in the UK

    PubMed Central

    Manning, Joseph C; Carter, Tim; Latif, Asam; Horsley, Angela; Cooper, Joanne; Armstrong, Marie; Crew, Jamie; Wood, Damian; Callaghan, Patrick

    2017-01-01

    Objectives (1) To determine the impact of a digital educational intervention on the knowledge, attitudes, confidence and behavioural intention of registered children’s nurses working with children and young people (CYP) admitted with self-harm. (2) To explore the perceived impact, suitability and usefulness of the intervention. Intervention A digital educational intervention that had been co-produced with CYP service users, registered children’s nurses and academics. Setting A prospective, uncontrolled, intervention study with preintervention and postintervention measurement, conducted at a large acute NHS Trust in the UK. Participants From a pool of 251 registered children’s nurses and 98 participants were recruited to complete the intervention (response rate=39%). At follow-up, 52% of participants completed the postintervention questionnaire, with 65% (n=33) of those reporting to have completed the digital educational intervention. Primary outcome measures Attitude towards self-harm in CYP was measured using a 13-item questionnaire; knowledge of self-harm in CYP was measured through an adapted 12-item questionnaire; confidence in different areas of practice was measured through Likert Scale responses; self-efficacy for working with CYP who have self-harmed was measured through an adapted version of the Self-efficacy Towards Helping Scale; clinical behavioural intention was measured by the Continuing Professional Development Reaction Questionnaire. Semistructured interviews were undertaken with a purposive sample of participants. Results For those who completed the intervention (n=33), improvements were observed in knowledge (effect size, ES: 0.69), confidence, and in some domains relating to attitudes (effectiveness domain-ES: 0.49), and clinical behavioural intention (belief about consequences-ES:0.49; moral norm-ES: 0.43; beliefs about capability-ES: 0.42). Qualitative findings suggest participants experienced skill development, feelings of empowerment

  3. Academic Care, Classroom Pedagogy and the House Group Teacher: "Making Hope Practical" in Uncertain Times

    ERIC Educational Resources Information Center

    Addison, Bruce Vincent

    2012-01-01

    The development of an ethos of academic care is about creating the structures, both formal and informal, that cater for the developmental learning needs of students. Such an approach celebrates individual difference in the belief that academic care will not only underpin improved academic performance but will also build confidence in the ability…

  4. Behavioural, Academic and Neuropsychological Profile of Normally Gifted Neurofibromatosis Type 1 Children

    ERIC Educational Resources Information Center

    Descheemaeker, M.-J.; Ghesquiere, P.; Symons, H.; Fryns, J. P.; Legius, E.

    2005-01-01

    In the present study the neuropsychological, academic and social-emotional profiles were examined in Neurofibromatosis type 1 (NF1) children. Subjects: 17 NF1 children (ages 7-11) with NF1 without serious medical problems and with a full scale IQ (FSIQ) above 70. Wechsler Intelligence Scale for Children-Revised (WISC-R), academic tests and an…

  5. Parental Encouragement in Relation to Academic Achievement of Higher Secondary School Students

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Barathi, C.

    2016-01-01

    Parental Encouragement refers to the general process undertaken by the parents to initiative and directs the behaviour of the children towards high academic achievement. The present study aims to probe the relationship between Parental Encouragement and Academic Achievement of Higher Secondary School Students. Survey method was employed and the…

  6. Investigation of self-compassion, self-confidence and submissive behaviors of nursing students studying in different curriculums.

    PubMed

    Eraydın, Şahizer; Karagözoğlu, Şerife

    2017-07-01

    Today, nursing education which educates the future members of the nursing profession aims to gain them high self-esteem, selfconfidence and self-compassion, independence, assertiveness and ability to establish good human relations. This aim can only be achieved through a contemporary curriculum supporting students in the educational process and enabling those in charge to make arrangements by taking the characters and needs of each individual into account. The study aims to investigate self-compassion, self-confidence and submissive behaviours of undergraduate nursing students studying in different curriculums. This descriptive, cross-sectional, comparative study was carried out with the 1st- and 4th-year students of the three schools, each of which has a different curriculum: conventional, integrated and Problem Based Learning (PBL). The study data were collected with the Self-Compassion Scale (SCS), Self-Confidence Scale (CS) and Submissive Acts Scale (SAS): The data were analyzed through frequency distribution, means, analysis of variance and the significance test for the difference between the two means. The mean scores the participating students obtained from the Self-Compassion, Self-confidence and Submissive Acts Scales were 3.31±0.56, 131.98±20.85 and 36.48±11.43 respectively. The integrated program students' mean self-compassion and self-confidence scores were statistically significantly higher and their mean submissive behaviour scores were lower than were those of the students studying in the other two programs (p<0.05). The analysis of the correlation between the mean scores obtained from the scales revealed that there was a statistically significant relationships between the SCS and CS values (r=0.388, p<0.001), between the SCS and SAS values (r=-0307, p<0.001) and between the CS and SAS values (r=-0325, p<0.001). In line with the study results, it can be said that the participating nursing students tended to display moderate levels of

  7. Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

    ERIC Educational Resources Information Center

    Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

    2017-01-01

    Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

  8. Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students.

    PubMed

    Baldwin, A; Mills, J; Birks, M; Budden, L

    2017-12-01

    Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. Students perceived stress in academic programs: consequences for its management.

    PubMed

    Neveu, D; Doron, J; Visier, L; Boiché, J; Trouillet, R; Dujols, P; Ninot, G

    2012-08-01

    Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies. A cross-sectional survey was conducted in 2009 among third-year medical (total n=170, participants 88%), dental (n=63, 94%), psychology (n=331, 61%) and sports sciences (n=312, 55%) students in Montpellier (France). The stress level experienced during the last 2months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a self-administered questionnaire. Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively). Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and

  10. Non-Verbal Reasoning Ability and Academic Achievement as Moderators of the Relation between Adverse Life Events and Emotional and Behavioural Problems in Early Adolescence: The Importance of Moderator and Outcome Specificity

    ERIC Educational Resources Information Center

    Flouri, Eirini; Tzavidis, Nikos

    2011-01-01

    This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural…

  11. Academic buoyancy and academic outcomes: towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself.

    PubMed

    Martin, Andrew J

    2014-03-01

    Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioural engagement of (1) students with attention-deficit/hyperactivity disorder (ADHD) and (2) 'regular' (or 'general') students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio-economic status. Participants were n = 87 high school students with ADHD, n = 3374 non-ADHD peers, and n = 87 randomly drawn non-ADHD students. Survey-based data were analysed using multigroup (ADHD, non-ADHD, randomly weighted non-ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis. The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non-ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favoured students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio-economic status, personality) were entered. It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike - and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like. © 2012 The British Psychological Society.

  12. A Psychoeducational Group Model to Build Academic Competence in New Middle School Students

    ERIC Educational Resources Information Center

    Brannigan, Michael

    2007-01-01

    Students entering middle school are faced with many challenges and opportunities. School counselors can optimally assist them in their journey through academic development by providing skill building experiences. With study skills and the ability to self-advocate, students can build a solid foundation upon which confidence and academic performance…

  13. Academic climate, well-being and academic performance in a university degree course.

    PubMed

    Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

    2014-09-01

    The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

  14. A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

    NASA Astrophysics Data System (ADS)

    Pongsophon, Pongprapan; Herman, Benjamin C.

    2017-07-01

    Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.

  15. Nursing students' confidence in medication calculations predicts math exam performance.

    PubMed

    Andrew, Sharon; Salamonson, Yenna; Halcomb, Elizabeth J

    2009-02-01

    The aim of this study was to examine the psychometric properties, including predictive validity, of the newly-developed nursing self-efficacy for mathematics (NSE-Math). The NSE-Math is a 12 item scale that comprises items related to mathematic and arithmetic concepts underpinning medication calculations. The NSE-Math instrument was administered to second year Bachelor of Nursing students enrolled in a nursing practice subject. Students' academic results for a compulsory medication calculation examination for this subject were collected. One-hundred and twelve students (73%) completed both the NSE-Math instrument and the drug calculation assessment task. The NSE-Math demonstrated two factors 'Confidence in application of mathematic concepts to nursing practice' and 'Confidence in arithmetic concepts' with 63.5% of variance explained. Cronbach alpha for the scale was 0.90. The NSE-Math demonstrated predictive validity with the medication calculation examination results (p=0.009). Psychometric testing suggests the NSE-Math is a valid measure of mathematics self-efficacy of second year nursing students.

  16. Knowledge, Self-Confidence and Attitudes towards Suicidal Patients at Emergency and Psychiatric Departments: A Randomised Controlled Trial of the Effects of an Educational Poster Campaign.

    PubMed

    van Landschoot, Renate; Portzky, Gwendolyn; van Heeringen, Kees

    2017-03-14

    Educational posters are used to enhance knowledge, attitudes and self-confidence of patients. Little is known on their effectiveness for educating health care professionals. As these professionals may play an important role in suicide prevention, the effects of a poster and accompanying evaluation and triage guide on knowledge, self-confidence and attitudes regarding suicidal thoughts and behaviours, were studied in a multicentre cluster randomised controlled trial, involving staff from 39 emergency and 38 psychiatric departments throughout Flanders ( n = 1171). Structured self-report questionnaires assessed the knowledge, confidence and beliefs regarding suicidal behaviour management, and attitudes. Data were analysed through a Solomon four-group design, with random assignment to the different conditions. Baseline scores for knowledge and provider confidence were high. The poster and accompanying evaluation and triage guide did not have an effect on knowledge about suicide and self-confidence in suicidal behaviour management. However, the poster campaign appeared to be beneficial for attitudes towards suicidal patients, but only among staff from mental health departments that were assigned to the un-pretested condition. Given the limited effects of the poster campaign in the studied population with a relatively high baseline knowledge, the evaluation of this poster as part of a multimodal educational programme in a more heterogeneous sample of health care professionals is recommended.

  17. From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

    NASA Astrophysics Data System (ADS)

    Aldridge, Jacqueline Nouvelle

    The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

  18. Development and Standardization of Inventory for Measuring Students' Integration into University Academic Culture

    ERIC Educational Resources Information Center

    Esomonu, Nkechi Patricia-Mary; Okeaba, James Uzoma

    2016-01-01

    The study developed and standardized an Inventory for measuring Students' Integration into University Academic Culture named Inventory for Students' Integration into University Academic Culture (ISIUAC). The increase in dropout rates, substance use, cultism and other deviant behaviours in Nigerian universities makes it necessary for one to ask the…

  19. Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study.

    PubMed

    Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

    2018-02-01

    This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population.

  20. Offering Prescriptions of Leader-Member Exchanges towards Developing Academic Talent in Higher Education

    ERIC Educational Resources Information Center

    Horne, Andre Leonard

    2017-01-01

    This paper examines leader-member exchange behaviour for the development of academic talent in higher education. Drawing from a sample of academic leaders at a large South African university, interviews conducted with the chairs of departments (CoDs) provide new insight on development practices and actions for follower development within a…

  1. An Examination of Teacher's Occupational Burnout Levels in Terms of Organizational Confidence and Some Other Variables

    ERIC Educational Resources Information Center

    Caglar, Caglar

    2011-01-01

    An effort is made in this research to determine the correlations between primary school teachers' levels of confidence in their organization and their burnout levels and other variables. The research population is composed of teachers teaching in the primary schools located in the city center of Adiyaman in 2009-2010 academic year whereas the…

  2. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

    PubMed

    Goff, Anne-Marie

    2011-01-01

    High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  3. School composition, family poverty and child behaviour.

    PubMed

    Flouri, Eirini; Midouhas, Emily

    2016-06-01

    There is little research on the role of school composition in young children's behaviour. School composition effects may be particularly important for children in disadvantaged circumstances, such as those growing up in poverty. We explored the role of school academic and socio-economic composition in internalising problems, externalising problems and prosocial behaviour at age 7 years, and tested if it moderates the effect of family poverty on these outcomes. We used data from 7225 7-year-olds of the Millennium Cohort Study who attended state primary schools in England and for whom we had information on these outcomes. In multiple membership models, we allowed for clustering of children in schools and moves between schools since the beginning of school, at age 5. Our school academic and socio-economic composition variables were school-level achievement and % of pupils eligible for free school-meals, respectively. Poverty (family income below the poverty line) was measured in all sweeps until age 7. We explored the roles of both timing and duration of poverty. The effects of poverty were strong and robust to adjustment. School socio-economic composition was associated with individual children's internalising and externalising problems, even in adjusted models. School composition did not interact with poverty to predict any of the outcomes. Neither the academic nor the socio-economic composition of the school moderated the effect of family poverty on children's behaviour in primary school. However, children attending schools with more disadvantaged socio-economic intakes had more internalising and externalising problems than their counterparts.

  4. Centre-level variation in behaviour and the predictors of behaviour in 5-year-old children with non-syndromic unilateral cleft lip: The Cleft Care UK study. Part 5.

    PubMed

    Waylen, A; Mahmoud, O; Wills, A K; Sell, D; Sandy, J R; Ness, A R

    2017-06-01

    The aims of this study were to describe child behavioural and psychosocial outcomes associated with appearance and speech in the Cleft Care UK (CCUK) study. We also wanted to explore centre-level variation in child outcomes and investigate individual predictors of such outcomes. Two hundred and sixty-eight five-year-old children with non-syndromic unilateral cleft lip and palate (UCLP) recruited to CCUK. Parents completed the Strengths and Difficulties questionnaire (SDQ) and reported their own perceptions of the child's self-confidence. Child facial appearance and symmetry were assessed using photographs, and intelligibility of speech was derived from audio-visual speech recordings. Centre-level variation in behavioural and psychosocial outcomes was examined using hierarchical models, and associations with clinical outcomes were examined using logit regression models. Children with UCLP had a higher hyperactive difficulty score than the general population. For boys, the average score was 4.5 vs 4.1 (P=.03), and for girls, the average score was 3.8 vs 3.1 (P=.008). There was no evidence of centre-level variation for behaviour or parental perceptions of the child's self-confidence. There is no evidence of associations between self-confidence and SDQ scores and either facial appearance or behaviour. Children born with UCLP have higher levels of behaviour problems than the general population. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  5. Role of Health-Promoting Behaviours for On-Campus and Distance Education Students

    ERIC Educational Resources Information Center

    Beccaria, Lisa; Rogers, Cath; Burton, Lorelle; Beccaria, Gavin

    2016-01-01

    University students are likely to experience high rates of stress, which has the potential to negatively affect academic performance and their experience of study. Research with on-campus students has found positive benefits of health-promoting behaviours such as stress reduction and academic achievement; yet no research has examined these…

  6. College and Academic Self-Efficacy as Antecedents for High School Dual-Credit Enrollment

    ERIC Educational Resources Information Center

    Ozmun, Cliff D.

    2013-01-01

    Do high school students who are predisposed to enroll in dual-credit courses already possess high levels of motivation or college and academic self-efficacy? Students in this study reported being academically motivated, but they did not report high levels of confidence in their ability to perform certain college-associated tasks. Of 52 items…

  7. Individual and Organisational Factors Influencing Academics' Decisions to Pursue the Scholarship of Teaching ICT

    ERIC Educational Resources Information Center

    Lynch, Julianne; Sheard, Judithe; Carbone, Angela; Collins, Francesca

    2005-01-01

    This paper focuses on Information and Communication Technology (ICT) academics' perceptions of factors that promote and inhibit their pursuit of scholarship in their teaching work. It identifies critical factors that influence academics' attitudes, orientations and behaviours in respect to the scholarship of teaching, and from these builds a…

  8. Knowledge, Self-Confidence and Attitudes towards Suicidal Patients at Emergency and Psychiatric Departments: A Randomised Controlled Trial of the Effects of an Educational Poster Campaign

    PubMed Central

    van Landschoot, Renate; Portzky, Gwendolyn; van Heeringen, Kees

    2017-01-01

    Educational posters are used to enhance knowledge, attitudes and self-confidence of patients. Little is known on their effectiveness for educating health care professionals. As these professionals may play an important role in suicide prevention, the effects of a poster and accompanying evaluation and triage guide on knowledge, self-confidence and attitudes regarding suicidal thoughts and behaviours, were studied in a multicentre cluster randomised controlled trial, involving staff from 39 emergency and 38 psychiatric departments throughout Flanders (n = 1171). Structured self-report questionnaires assessed the knowledge, confidence and beliefs regarding suicidal behaviour management, and attitudes. Data were analysed through a Solomon four-group design, with random assignment to the different conditions. Baseline scores for knowledge and provider confidence were high. The poster and accompanying evaluation and triage guide did not have an effect on knowledge about suicide and self-confidence in suicidal behaviour management. However, the poster campaign appeared to be beneficial for attitudes towards suicidal patients, but only among staff from mental health departments that were assigned to the un-pretested condition. Given the limited effects of the poster campaign in the studied population with a relatively high baseline knowledge, the evaluation of this poster as part of a multimodal educational programme in a more heterogeneous sample of health care professionals is recommended. PMID:28335446

  9. Changes in the Linguistic Confidence of Primary and Secondary Students in Catalonia: A Longitudinal Study

    ERIC Educational Resources Information Center

    Bretxa, Vanessa; Comajoan, Llorenç; Ubalde, Josep; Vila, F. Xavier

    2016-01-01

    Previous research in first (L1) and second language (L2) acquisition has provided evidence that linguistic confidence is a key construct that can explain linguistic behaviour. In this paper, we apply previous research in the socio-contextual model of L2 learning to data from Catalonia. More specifically, the paper investigates linguistic…

  10. Changing Landscapes, Shifting Identities in Higher Education: Narratives of Academics in the UK

    ERIC Educational Resources Information Center

    Trahar, Sheila

    2011-01-01

    Students and academics have always used different sources of knowledge to generate and to interpret academic and social behaviours, but it is asserted that the increasingly diverse environments of 21st century higher education lead to greater levels of complexity in learning, teaching and assessment and to a consequent shift in the ways in which…

  11. Between the Academic Mathematics and the Mathematics Education Worlds.

    ERIC Educational Resources Information Center

    Moreira, Candida Queiroz

    1997-01-01

    Investigated stresses confronted by Portuguese secondary mathematics teachers during the first semester in a master's course, Perspectives on Mathematics Education, noting how they negatively affected teachers' self-confidence and morale and discussing fundamental issues teachers addressed in bridging the academic mathematics and mathematics…

  12. Errors and Predictors of Confidence in Condom Use amongst Young Australians Attending a Music Festival.

    PubMed

    Hall, Karina M; Brieger, Daniel G; De Silva, Sukhita H; Pfister, Benjamin F; Youlden, Daniel J; John-Leader, Franklin; Pit, Sabrina W

    2016-01-01

    Objectives . To determine the confidence and ability to use condoms correctly and consistently and the predictors of confidence in young Australians attending a festival. Methods . 288 young people aged 18 to 29 attending a mixed-genre music festival completed a survey measuring demographics, self-reported confidence using condoms, ability to use condoms, and issues experienced when using condoms in the past 12 months. Results . Self-reported confidence using condoms was high (77%). Multivariate analyses showed confidence was associated with being male ( P < 0.001) and having had five or more lifetime sexual partners ( P = 0.038). Reading packet instructions was associated with increased condom use confidence ( P = 0.011). Amongst participants who had used a condom in the last year, 37% had experienced the condom breaking and 48% had experienced the condom slipping off during intercourse and 51% when withdrawing the penis after sex. Conclusion . This population of young people are experiencing high rates of condom failures and are using them inconsistently or incorrectly, demonstrating the need to improve attitudes, behaviour, and knowledge about correct and consistent condom usage. There is a need to empower young Australians, particularly females, with knowledge and confidence in order to improve condom use self-efficacy.

  13. How Parents' and Teachers' Emotional Skills Foster Academic Performance in School Music Students

    ERIC Educational Resources Information Center

    Campayo-Muñoz, Emilia; Cabedo-Mas, Alberto

    2016-01-01

    This paper explores the importance and effects of parents' and teachers' attitudes on students' academic performance in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their children and students is reviewed, focusing on parents' and teachers' emotional skills. The review looks at…

  14. Confidence-based learning CME: overcoming barriers in irritable bowel syndrome with constipation.

    PubMed

    Cash, Brooks; Mitchner, Natasha A; Ravyn, Dana

    2011-01-01

    Performance of health care professionals depends on both medical knowledge and the certainty with which they possess it. Conventional continuing medical education interventions assess the correctness of learners' responses but do not determine the degree of confidence with which they hold incorrect information. This study describes the use of confidence-based learning (CBL) in an activity designed to enhance learners' knowledge, confidence in their knowledge, and clinical competence with regard to constipation-predominant IBS (IBS-C), a frequently underdiagnosed and misdiagnosed condition. The online CBL activity included multiple-choice questions in 2 modules: Burden of Care (BOC; 28 questions) and Patient Scenarios (PS; 9 case-based questions). After formative assessment, targeted feedback was provided, and the learner focused on material with demonstrated knowledge and/or confidence gaps. The process was repeated until 85% of questions were answered correctly and confidently (ie, mastery was attained). Of 275 participants (24% internal medicine, 13% gastroenterology, 32% family medicine, and 31% other), 249 and 167 completed the BOC and PS modules, respectively. Among all participants, 61.8% and 98.2% achieved mastery in the BOC and PS modules, respectively. Baseline mastery levels between specialties were significantly different in the BOC module (p = 0.002); no significant differences were evident between specialties in final mastery levels. Approximately one-third of learners were confident and wrong in topics of epidemiology, defining IBS and constipation, and treatments in the first iteration. No significant difference was observed between specialties for the PS module in either the first or last iterations. Learners achieved mastery in topics pertaining to IBS-C regardless of baseline knowledge or specialty. These data indicate that CME activities employing CBL can be used to address knowledge and confidence gaps. Copyright © 2010 The Alliance for

  15. Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach

    ERIC Educational Resources Information Center

    Ranellucci, John; Hall, Nathan; Muis, Krista; Lajoie, Susanne; Robinson, Kristy

    2017-01-01

    The effects of three interventions designed to boost academic achievement among mastery-oriented students were evaluated on interest-based studying, social desirability, and perceived goal difficulty. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and the end of the semester and were randomly assigned to…

  16. Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence.

    PubMed

    Hill, Patricia Wonch; McQuillan, Julia; Talbert, Eli; Spiegel, Amy; Gauthier, G Robin; Diamond, Judy

    2017-06-01

    In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.

  17. Substance-Related Knowledge, Attitude, and Behaviour among College Students: Opportunities for Health Education

    ERIC Educational Resources Information Center

    Heckman, Carolyn J.; Dykstra, Jennifer L.; Collins, Bradley N.

    2011-01-01

    Objective: To examine substance-related attitudes and behaviours among college students across an academic semester. Design: Pre-post quasi-experimental survey design. Setting: A large University in the Midwestern United States. Method: Surveys were completed by 299 undergraduates enrolled in three courses: drugs and behaviour, abnormal…

  18. Academic Optimism and Organizational Citizenship Behaviour amongst Secondary School Teachers

    ERIC Educational Resources Information Center

    Makvandi, Abdollah; Naderi, Farah; Makvandi, Behnam; Pasha, Reza; Ehteshamzadeh, Parvin

    2018-01-01

    The purpose of the study was to investigate the simple and multiple relationships between academic optimism and organizational-citizenship behavior amongst high school teachers in Ramhormoz, Iran. The sample consisted of 250 (125 female and 125 male) teachers, selected by stratified random sampling in 2016- 2017. The measurement tools included…

  19. What does confidence mean to people who have had a stroke? A qualitative interview study.

    PubMed

    Horne, Jane; Lincoln, Nadina Berrice; Preston, Jenny; Logan, Pip

    2014-11-01

    To explore the meaning of confidence to stroke patients after stroke in order to inform the development of a measurement tool. Qualitative interview study using interpretative phenomenological analysis (IPA). Ten stroke survivors were purposively selected from those participating in a multi-centre randomised trial of outdoor mobility rehabilitation. Interviews about confidence were conducted in participants' homes, audio recorded and transcribed verbatim. Six themes emerged from the analysis. These were loss of identity, fear, social confidence, role confidence, mastering skill and attitudes and beliefs. Loss of identity was particularly evident in the early stages of stroke recovery. Fear was a barrier to regaining confidence and was associated with avoidance behaviours. Lack of social confidence was a common problem which appeared difficult to resolve. Life roles motivated participants to re-engage in daily life activities. Personal attitudes and beliefs, combined with the attitudes of significant others, contributed to personal feelings of competence. This study provides a coherent definition of the meaning of confidence through the experiences of stroke survivors. Being successful in gradually re-engaging in activities, including social activities and life roles helped to establish a positive self-belief. The influence of others, such as family and friends reinforce self-beliefs. Confidence and self-efficacy appear to be a similar construct. However, participants in this study also identified a relationship between confidence and self-esteem. The findings indicate that all six themes need to be included in a confidence measure to encompass the meaning of confidence as described by participants with stroke. © The Author(s) 2014.

  20. Investigating students' academic numeracy in 1st level university courses

    NASA Astrophysics Data System (ADS)

    Galligan, Linda; Hobohm, Carola

    2015-06-01

    This paper investigates how an online test (`Self-Test' developed at the University of Southern Queensland) can enrich students' understanding of their academic numeracy, through a purpose-built, self-assessment tool aligned with online modules. Since its creation and evaluation, the tool has been developed and tailored to suit other first year courses based around an academic numeracy framework of competence, confidence and critical awareness (Galligan 2013a). This paper will highlight how the new Self-Test is underpinned by this framework and how students' levels of numeracy can be better understood by the lecturer through Self-Test in a first year nursing for numeracy course and a maths for teachers course. It particularly addresses over- and under-confidence, error analysis and students' reflective comments, and how this understanding can better inform course development and teaching.

  1. Evaluating the Impact of Curriculum Infusion on US College Students' Alcohol Use and Academic Performance

    ERIC Educational Resources Information Center

    Samuolis, Jessica; Lazowski, Andrew; Kessler, Janice

    2016-01-01

    Objectives: This paper explores the extent to which curriculum infusion (CI) impacted undergraduate students' alcohol use, perceived peer alcohol use, use of protective behavioural strategies, academic performance and course engagement. Design: Two faculty members infused content on norms and protective behavioural strategies into selected…

  2. Students' Perceptions of the Academic Environment and Approaches to Studying in British Postgraduate Business Education

    ERIC Educational Resources Information Center

    Sun, Haoda; Richardson, John T. E.

    2016-01-01

    Recent research on student learning in higher education has identified clear associations between variations in students' perceptions of the academic environment and variations in their study behaviour. This study investigated a general theoretical model linking students' demographic characteristics, perceptions and study behaviour with measures…

  3. Health Behaviors and Academic Performance Among Korean Adolescents.

    PubMed

    So, Eun Sun; Park, Byoung Mo

    2016-06-01

    This study aimed to examine the most prominent health-related behaviors impacting the academic performance of Korean adolescents. The 2012 Korea Youth Risk Behavior Web-Based Survey data were analyzed using an ordinal regression analysis after adjusting for general and other health behaviors. Before adjustment, all health behaviors were significantly associated with academic performance. After adjustment for other health behaviors and confounding factors, only smoking [odds ratio (OR) = 2.07, 95% confidence interval (CI) (1.98, 2.16), p < .001], alcohol consumption [OR = 1.22, 95% CI (1.18, 1.27), p < .001], and physical activity [OR = 1.09, 95% CI (1.06, 1.13), p < .001] were associated with lower academic performance, and engaging in a regular diet [OR = 0.65, 95% CI (0.65, 0.62), p < .001] was associated with higher academic performance. Regular diet, reducing smoking and alcohol drinking, and physical activity should be the target when designing health interventions for improving academic performance in Korean adolescents. Copyright © 2016. Published by Elsevier B.V.

  4. Crossing Uncertain Terrain: Messages from Male Academics

    ERIC Educational Resources Information Center

    Keamy, Ron Kim

    2008-01-01

    In this paper, comments made by a group of senior male academics in Australian universities about their leadership behaviours, are considered. Whereas the majority of the men in the study spoke about gender relations, and sometimes feminism in their workplaces, only two of the men engaged in discourses of gender and/or feminism, as well as…

  5. Early-Career Academics' Perceptions of Teaching and Learning in Hong Kong: Implications for Professional Development

    ERIC Educational Resources Information Center

    Thomas, Keith; McNaught, Carmel; Wong, Kin-Chi; Li, Yi-Ching

    2011-01-01

    This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new…

  6. Confusion about Collusion: Working Together and Academic Integrity

    ERIC Educational Resources Information Center

    Sutton, Anna; Taylor, David

    2011-01-01

    An increasing emphasis on developing students' transferable skills, such as group working and IT, is creating challenges in ensuring the academic integrity of individually assessed coursework. This study investigated the frequency with which students engaged in a range of study behaviours for individual assignments, with a focus on the extent to…

  7. Collegiality and Performativity in a Competitive Academic Culture

    ERIC Educational Resources Information Center

    Macfarlane, Bruce

    2016-01-01

    Collegiality is one of the most symbolically significant concepts of higher education and continues to be widely espoused as a core value by members of the academic profession. However, the highly competitive and performative nature of modern higher education means that the conventional values and behaviours associated with collegiality, such as…

  8. Personal Reflection: Rough Seas to Calmer Waters: The Journey of an Early Career Academic

    ERIC Educational Resources Information Center

    Kruger, Mellissa L.

    2012-01-01

    As an early career academic I have had the opportunity to reflect on my early experiences in academia. This paper is a reflection on my journey through rough seas to calmer waters. This paper describes an uneasy voyage of experience, from confident practitioner to uncertain academic. Helping to steer me through uncharted waters on the high seas of…

  9. A Non-Linear Model of Information Seeking Behaviour

    ERIC Educational Resources Information Center

    Foster, Allen

    2005-01-01

    Introduction:The results of a study of information seeking behaviour of inter-disciplinary academic and postgraduate researchers are reported. Method. The study applied the naturalistic methods recommended by Lincoln and Guba for maximising credibility, transferability, dependability, and confirmability in data collection and analysis. Sampling…

  10. Reputational Risk, Academic Freedom and Research Ethics Review

    PubMed Central

    Hedgecoe, Adam

    2015-01-01

    Drawing on scholarship around academic freedom and new public management, this article explores the way in which research ethics committees in UK universities (URECs) can come to exhibit behaviour – common in their US equivalents – that prioritises the reputational protection of their host institution over and above academic freedom and the protection of research subjects. Drawing on two case studies the article shows both how URECs can serve to restrict research that may be ‘embarrassing’ for a university and how, in high profile cases, university management come to use such committees as mechanisms for internal discipline. PMID:27330226

  11. The Relationship of the Supportiveness of the Academic Environment to the Self-Confidence and Assertiveness in Academic Work for Men and Women Graduate Students in Science and Engineering.

    ERIC Educational Resources Information Center

    Stansbury, Kendyll

    Situational influences on self-confidence and assertiveness in female and male graduate students in science and engineering were studied, based on responses from 328 Stanford University students (155 males and 173 females). Two dependent variables were used: an index of items measuring an individual's self-confidence in the ability to perform…

  12. Influence of Mothers' Parenting Styles on Self-Regulated Academic Learning among Saudi Primary School Students

    ERIC Educational Resources Information Center

    Alnafea, Tahany; Curtis, David D.

    2017-01-01

    Much of the research on self-regulation has investigated the influence of school settings. However, fewer studies have concentrated on the home environment and its influence on student's academic behaviour in school. The present research investigates the influence of mothers' parenting styles on students' self-regulated learning behaviours in…

  13. Systematic Academic Instruction for Students with EBD: The Construction and Use of a Tool for Teachers

    ERIC Educational Resources Information Center

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Post, Wendy J.; Bijstra, Jan O.; van den Bosch, Els J.

    2017-01-01

    Educating students with behavioural, emotional and social difficulties requires a thorough systematic approach with the focus on academic instruction. This study addresses the development of a tool, consisting of two questionnaires, for measuring systematic academic instruction. The questionnaires cover the Plan-Do-Check-Act cycle and academic…

  14. Responsibility and confidence

    PubMed Central

    Austin, Zubin

    2013-01-01

    Background: Despite the changing role of the pharmacist in patient-centred practice, pharmacists anecdotally reported little confidence in their clinical decision-making skills and do not feel responsible for their patients. Observational findings have suggested these trends within the profession, but there is a paucity of evidence to explain why. We conducted an exploratory study with an objective to identify reasons for the lack of responsibility and/or confidence in various pharmacy practice settings. Methods: Pharmacist interviews were conducted via written response, face-to-face or telephone. Seven questions were asked on the topic of responsibility and confidence as it applies to pharmacy practice and how pharmacists think these themes differ in medicine. Interview transcripts were analyzed and divided by common theme. Quotations to support these themes are presented. Results: Twenty-nine pharmacists were asked to participate, and 18 responded (62% response rate). From these interviews, 6 themes were identified as barriers to confidence and responsibility: hierarchy of the medical system, role definitions, evolution of responsibility, ownership of decisions for confidence building, quality and consequences of mentorship and personality traits upon admission. Discussion: We identified 6 potential barriers to the development of pharmacists’ self-confidence and responsibility. These findings have practical applicability for educational research, future curriculum changes, experiential learning structure and pharmacy practice. Due to bias and the limitations of this form of exploratory research and small sample size, evidence should be interpreted cautiously. Conclusion: Pharmacists feel neither responsible nor confident for their clinical decisions due to social, educational, experiential and personal reasons. Can Pharm J 2013;146:155-161. PMID:23795200

  15. Australasian emergency physicians: a learning and educational needs analysis. Part two: confidence of FACEM for tasks and skills.

    PubMed

    Paltridge, Debbie; Dent, Andrew W; Weiland, Tracey J

    2008-02-01

    To determine the degree of confidence perceived by Fellows of the Australasian College for Emergency Medicine for a variety of procedural, patient management, educational and research skills, and tasks that may be required of them. Mailed survey with Likert scales and grouped qualitative responses. More than 90% of emergency physicians (EP) feel usually or always confident of their skills for peripheral vascular access, procedural sedation, fluid resuscitation, tube thoracostomy, managing patients with altered conscious state, cardiac emergencies, behavioural disturbance, and interpreting acid base and other blood tests. Less than 50% felt confident performing surgical airways, ED ultrasound, managing neonatal emergencies or interpreting MRI. Of non-clinical skills, while most EP were confident of their ability to write references, debrief staff, lead group tutorials and prepare slides, a minority felt usually or always confident about budgeting and finance, preparing submissions, dealing with the media, appearing in court or marking examination papers. Whilst nearly 75% were confident about the information technology skills required of them for clinical practice, less than 25% of EP felt confident about conducting research and less than 15% were confident applying or interpreting statistics. This information may assist in the planning of future educational interventions for EP.

  16. Association between overweight/obesity and academic performance in South Korean adolescents.

    PubMed

    Kim, Jong-Hyuck; So, Wi-Young

    2013-12-01

    The purpose of this study was to examine the relationship between academic performance and obesity/overweight among South Korean adolescents. Our data set included 72,399 adolescents in grades 7-12 who had participated in the 5th Korea Youth Risk Behaviour Web-based Survey (KYRBWS-V) in 2009. We assessed the association between academic performance and body mass index (BMI), using multivariate logistic regression analysis after adjusting for covariates such as age, parents' education level, economic status, mental stress experienced, sleep duration, frequency of muscle-strengthening exercises, smoking and drinking behaviour, and vigorous and moderate physical activity (PA). For boys, being overweight (compared with being of normal weight) had a significantly greater odds of poor academic performance (OR=1.182, 95% Cl 1.052-1.329, p=0.005). Obese boys had 1.182 (1.048-1.332, p=0.006), 1.461 (1.294-1.648, p<0.001), and 1.443(1.256-1.657, p<0.001) greater odds of having average, poor, and very poor performance, respectively. In the analysis for girls, overweight girls had 1.314 (1.124-1.536, p<0.001) and 1.296 (1.084-1.548, p=0.004) greater odds of having poor and very poor academic performance, respectively. Finally, obese girls had 1.374 (1.098-1.718, p=0.005), 1.672 (1.339-2.089, p<0.001), and 1.887 (1.478-2.409, p<0.001) greater odds of having average, poor, or very poor academic performance, respectively. Thus, overweight/obesity was negatively associated with academic performance in both boys and girls. The results of this study indicate that adolescents would benefit from weight management to prevent obesity and, possibly, improve academic performance.

  17. Are behaviour problems in extremely low-birthweight children related to their motor ability?

    PubMed

    Danks, Marcella; Cherry, Kate; Burns, Yvonne R; Gray, Peter H

    2017-04-01

    To investigate whether behaviour problems are independently related to mild motor impairment in 11-13-year-old children born preterm with extremely low birthweight (ELBW). The cross-sectional study included 48 (27 males) non-disabled, otherwise healthy ELBW children (<1000 g) and 55 (28 males) term-born peers. Parents reported behaviour using the Child Behaviour Checklist (CBCL). Children completed the Movement Assessment Battery for Children (Movement ABC). Extremely low birthweight children had poorer behaviour scores (CBCL Total Problem T score: mean difference = 5.89, 95% confidence interval = 10.29, 1.49, p = 0.009) and Movement ABC Total Motor Impairment Scores (ELBW group median = 17.5, IQR = 12.3; term-born group median = 7.5, IQR = 9, p < 0.01) than term-born peers. Behaviour was related to motor score (regression coefficient 2.16; 95% confidence interval 0.34, 3.97, p = 0.02) independent of gender, socio-economic factors or birthweight. Motor score had the strongest association with attention (ρ = 0.51; p < 0.01) and social behaviours (ρ = 0.50; p < 0.01). Behaviour problems of otherwise healthy 11- to 13-year-old ELBW children are not related to prematurity independent of their motor difficulties. Supporting improved motor competence in ELBW preteen children may support improved behaviour, particularly attention and social behaviours. ©2016 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  18. Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence

    PubMed Central

    McQuillan, Julia; Talbert, Eli; Spiegel, Amy; Gauthier, G. Robin; Diamond, Judy

    2017-01-01

    In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate (“fixed mindsets”) is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers. PMID:29527360

  19. Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.

    2016-01-01

    Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling…

  20. Academic Dishonesty among Physical Therapy Students: A Descriptive Study

    PubMed Central

    Montuno, Eli; Davidson, Alex; Iwasaki, Karen; Jones, Susan; Martin, Jay; Brooks, Dina; Gibson, Barbara E.

    2012-01-01

    ABSTRACT Purpose: To examine academically dishonest behaviours based on physical therapy (PT) students' current practices and educators' prior behaviours as PT students. Method: A Web-based questionnaire was sent to 174 students and 250 educators from the PT programme at the University of Toronto. The questionnaire gathered data on demographics as well as on the prevalence of, seriousness of, and contributing factors to academic dishonesty (AD). Results: In all, 52.4% of educators and 44.3% of students responded to the questionnaire over a 6-week data-collection period. Scenarios rated the most serious were the least frequently performed by educators and students. The impact of generation on attitudes and prevalence of AD was not significant. The factors most commonly reported as contributing to AD were school-related pressure, disagreement with evaluation methods, and the perception that “everyone else does it.” Conclusion: This study parallels the findings of similar research conducted in other health care programmes: AD does occur within the PT curriculum. AD was more prevalent in situations associated with helping peers than in those associated with personal gain. The consistency in behaviours reported across generations suggests that some forms of cheating are accepted as the social norm and may be a function of the environment. PMID:23729959

  1. Teacher Behaviours Observed by Teacher Candidates throughout Their Primary and Secondary School Years

    ERIC Educational Resources Information Center

    Güven, Semra

    2015-01-01

    The aim of this study is to determine the positive/negative teacher behaviours which teacher candidates observed during their primary and secondary school years and the effects of these behaviours on themselves. The research was conducted in the spring term of 2012-2013 academic year with 88 teacher candidates (52 females and 36 males), studying…

  2. Peer support of a faculty "writers' circle" increases confidence and productivity in generating scholarship.

    PubMed

    Brandon, Catherine; Jamadar, David; Girish, Gandikota; Dong, Qian; Morag, Yoav; Mullan, Patricia

    2015-04-01

    Publishing is critical for academic medicine career advancement. Rejection of manuscripts can be demoralizing. Obstacles faced by clinical faculty may include lack of time, confidence, and optimal writing practices. This study describes the development and evaluation of a peer-writing group, informed by theory and research on faculty development and writing. Five clinical-track radiology faculty members formed a "Writers' Circle" to promote scholarly productivity and reflection on writing practices. Members decided to work with previously rejected manuscripts. After members' initial meeting, interactions were informal, face to face during clinical work, and online. After the first 6 months, an anonymous survey asked members about the status of articles and evaluations of the writing group. Ten previously rejected articles, at least one from each member, were submitted to the Circle. In 6 months, four manuscripts were accepted for publication, five were in active revision, and one was withdrawn. All participants (100%) characterized the program as worth their time, increasing their motivation to write, their opportunities to support scholarly productivity of colleagues, and their confidence in generating scholarship. Peer-support writing groups can facilitate the pooling of expertise and the exchange of recommended writing practices. Our peer-support group increased scholarly productivity and provided a collegial approach to academic writing. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  3. Predicting sun-protective intentions and behaviours using the theory of planned behaviour: a systematic review and meta-analysis.

    PubMed

    Starfelt Sutton, Louise C; White, Katherine M

    2016-11-01

    To synthesise theory of planned behaviour (TPB) relationships, using meta-analysis, and test the predictive utility of the model for sun protection behaviour. Thirty-eight samples were identified via database/manual searches and academic society posts based on the criteria: measuring sun-protective intentions and/or prospective behaviour; using the TPB/theory of reasoned action as a basis of measurement; and providing bivariate correlations for at least one relevant TPB association. Sun-protective intentions and behaviours. The sample-weighted average effects were moderate-to-strong with attitudes showing the strongest association with intention (r+ = 0.494), followed by perceived behavioural control (PBC; r+ = 0.451), and subjective norm (r+ = 0.419). Intentions showed a stronger association with prospective behaviour (r+ = 0.486) compared to PBC (r+ = 0.314). A total of 39% of variance in intentions and 25% of variance in behaviour were explained. Publication bias was not evident. Moderator analyses showed that TPB associations were stronger when measures specified the Target, Action, Context and Time; in non-student samples; and when follow-up exceeded two weeks. Despite recent criticism, this review shows that the TPB explains a large amount of variance in sun protection and that TPB associations are robust across different populations.

  4. Teaching Staff Knowledge, Attributions and Confidence in Relation to Working with Children with an Intellectual Disability and Challenging Behaviour

    ERIC Educational Resources Information Center

    Rae, Helen; Murray, George; McKenzie, Karen

    2011-01-01

    The present study examined Scottish teaching staff knowledge about the definition and management of challenging behaviour displayed by children with an intellectual disability. Knowledge levels were relatively low, and participants were most likely to define challenging behaviour by function or topography. Teaching staff were largely unaware of…

  5. Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement

    PubMed Central

    Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-01

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents’ academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents’ academic achievement via physical inactivity (B = –0.023, 95% confidence interval = –0.031, –0.015) and obesity (B = –0.025, 95% confidence interval = –0.039, –0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents’ academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement. PMID:23277558

  6. Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement.

    PubMed

    Kantomaa, Marko T; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-29

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people's cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents' academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents' academic achievement via physical inactivity (B = -0.023, 95% confidence interval = -0.031, -0.015) and obesity (B = -0.025, 95% confidence interval = -0.039, -0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents' academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement.

  7. Research and/or Learning and Teaching: A Study of Australian Professors' Priorities, Beliefs and Behaviours

    ERIC Educational Resources Information Center

    Cretchley, P. C.; Edwards, S. L.; O'Shea, P.; Sheard, J.; Hurst, J.; Brookes, W.

    2014-01-01

    This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16…

  8. The Children of Immigrants' Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

    ERIC Educational Resources Information Center

    Bondy, Jennifer M.; Peguero, Anthony A.; Johnson, Brent E.

    2017-01-01

    Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is…

  9. We will be champions: Leaders' confidence in 'us' inspires team members' team confidence and performance.

    PubMed

    Fransen, K; Steffens, N K; Haslam, S A; Vanbeselaere, N; Vande Broek, G; Boen, F

    2016-12-01

    The present research examines the impact of leaders' confidence in their team on the team confidence and performance of their teammates. In an experiment involving newly assembled soccer teams, we manipulated the team confidence expressed by the team leader (high vs neutral vs low) and assessed team members' responses and performance as they unfolded during a competition (i.e., in a first baseline session and a second test session). Our findings pointed to team confidence contagion such that when the leader had expressed high (rather than neutral or low) team confidence, team members perceived their team to be more efficacious and were more confident in the team's ability to win. Moreover, leaders' team confidence affected individual and team performance such that teams led by a highly confident leader performed better than those led by a less confident leader. Finally, the results supported a hypothesized mediational model in showing that the effect of leaders' confidence on team members' team confidence and performance was mediated by the leader's perceived identity leadership and members' team identification. In conclusion, the findings of this experiment suggest that leaders' team confidence can enhance members' team confidence and performance by fostering members' identification with the team. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  10. Leadership Provided by Non-Academic Middle-Level Managers in the Australian Higher Education Sector: The Enablers

    ERIC Educational Resources Information Center

    Vilkinas, Tricia

    2014-01-01

    This study seeks to identify the leadership behaviours displayed by non-academic middle-level managers in the Australian higher education sector. The study also identifies the importance of these leadership behaviours and the leadership effectiveness of these managers. The integrated competing values framework was used to measure leadership…

  11. Raising Confident Kids

    MedlinePlus

    ... First Aid & Safety Doctors & Hospitals Videos Recipes for Kids Kids site Sitio para niños How the Body ... Videos for Educators Search English Español Raising Confident Kids KidsHealth / For Parents / Raising Confident Kids What's in ...

  12. Neural correlates of metacognitive ability and of feeling confident: a large-scale fMRI study.

    PubMed

    Molenberghs, Pascal; Trautwein, Fynn-Mathis; Böckler, Anne; Singer, Tania; Kanske, Philipp

    2016-12-01

    One important aspect of metacognition is the ability to accurately evaluate one's performance. People vary widely in their metacognitive ability and in general are too confident when evaluating their performance. This often leads to poor decision making with potentially disastrous consequences. To further our understanding of the neural underpinnings of these processes, this fMRI study investigated inter-individual differences in metacognitive ability and effects of trial-by-trial variation in subjective feelings of confidence when making metacognitive assessments. Participants (N = 308) evaluated their performance in a high-level social and cognitive reasoning task. The results showed that higher metacognitive accuracy was associated with a decrease in activation in the anterior medial prefrontal cortex, an area previously linked to metacognition on perception and memory. Moreover, the feeling of confidence about one's choices was associated with an increase of activation in reward, memory and motor related areas including bilateral striatum and hippocampus, while less confidence was associated with activation in areas linked with negative affect and uncertainty, including dorsomedial prefrontal and bilateral orbitofrontal cortex. This might indicate that positive affect is related to higher confidence thereby biasing metacognitive decisions towards overconfidence. In support, behavioural analyses revealed that increased confidence was associated with lower metacognitive accuracy. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  13. Manual patient transfers used most often by student and staff nurses are consistent with their perceptions of transfer training, and performance confidence.

    PubMed

    van Wyk, Paula M; Weir, Patricia L; Andrews, David M

    2015-01-01

    A disconnect in manual patient transfer (MPT) training practices for nurses, between what is taught and used in academic and clinical settings, could have implications for injury. This study aimed to determine: 1. what MPTs student and staff nurses use in clinical settings, and 2. if the MPTs used most often were also the ones they perceived that they received training for and had the most confidence performing. Survey responses from student nurses (n=163) (mid-sized university) and staff nurses (n=33) (local hospital) regarding 19 MPTs were analyzed to determine which transfers were perceived to be used most often, and which ones they had received training for and had the greatest confidence performing. The MPTs nurses perceived using most often were the same transfers they had the greatest confidence performing and for which they perceived receiving training. However, these MPTs were not taught at the university at the time of this investigation. Reducing the disconnect between manual patient transfer training obtained in the academic and clinical environments will hopefully reduce the risk of injury for nurses and improve the quality of care for patients.

  14. Direct and indirect relationships of physical fitness, weight status, and learning duration to academic performance in Japanese schoolchildren.

    PubMed

    Ishihara, Toru; Morita, Noriteru; Nakajima, Toshihiro; Okita, Koichi; Yamatsu, Koji; Sagawa, Masato

    2018-03-01

    The purpose of this study was to determine, using structural equation modelling (SEM), the direct and indirect influence of daily behaviours (i.e. exercise/learning durations), weight status, and physical fitness on academic performance among seventh-grade schoolchildren, after controlling for socioeconomic status. We analysed cross-sectional data from 274 schoolchildren (159 males and 115 females; 12-13 years old). Academic performance was assessed using the total grade points in eight academic subjects. Physical fitness was evaluated using the total score of eight physical fitness tests and weight status using body mass index. The daily behaviours and socioeconomic status were assessed by the questionnaire. The SEM showed an adequate fit to the data (χ 2  = 0.684, p = .710, RMSEA = .000). Physical fitness and learning durations had direct effects on academic performance (β = .301, p < .001; β = .132, p = .037, respectively) after controlling for confounders. Healthy weight status and exercise habits positively indirectly influenced academic performance via physical fitness. These findings suggest that, independent of socioeconomic status and learning durations, exercise habits and maintaining healthy weight status may indirectly contribute to academic success via better physical fitness in children.

  15. Teachers' Perceptions of Classroom Behaviour and Working Memory

    ERIC Educational Resources Information Center

    Alloway, Tracy Packiam

    2012-01-01

    Working memory, ability to remember and manipulate information, is crucial to academic attainment. The aim of the present study was to understand teachers' perception of working memory and how it impacts classroom behaviour. A semi-structured interview was used to explore teachers' ability to define working memory, identify these difficulties in…

  16. Anatomy-Specific Virtual Reality Simulation in Temporal Bone Dissection: Perceived Utility and Impact on Surgeon Confidence.

    PubMed

    Locketz, Garrett D; Lui, Justin T; Chan, Sonny; Salisbury, Kenneth; Dort, Joseph C; Youngblood, Patricia; Blevins, Nikolas H

    2017-06-01

    Objective To evaluate the effect of anatomy-specific virtual reality (VR) surgical rehearsal on surgeon confidence and temporal bone dissection performance. Study Design Prospective pre- and poststudy of a novel virtual surgical rehearsal platform. Setting Academic otolaryngology-head and neck surgery residency training programs. Subjects and Methods Sixteen otolaryngology-head and neck surgery residents from 2 North American training institutions were recruited. Surveys were administered to assess subjects' baseline confidence in performing 12 subtasks of cortical mastoidectomy with facial recess. A cadaver temporal bone was randomly assigned to each subject. Cadaver specimens were scanned with a clinical computed tomography protocol, allowing the creation of anatomy-specific models for use in a VR surgical rehearsal platform. Subjects then rehearsed a virtual mastoidectomy on data sets derived from their specimens. Surgical confidence surveys were administered again. Subjects then dissected assigned cadaver specimens, which were blindly graded with a modified Welling scale. A final survey assessed the perceived utility of rehearsal on dissection performance. Results Of 16 subjects, 14 (87.5%) reported a significant increase in overall confidence after conducting an anatomy-specific VR rehearsal. A significant correlation existed between perceived utility of rehearsal and confidence improvement. The effect of rehearsal on confidence was dependent on trainee experience and the inherent difficulty of the surgical subtask. Postrehearsal confidence correlated strongly with graded dissection performance. Subjects rated anatomy-specific rehearsal as having a moderate to high contribution to their dissection performance. Conclusion Anatomy-specific virtual rehearsal improves surgeon confidence in performing mastoid dissection, dependent on surgeon experience and task difficulty. The subjective confidence gained through rehearsal correlates positively with subsequent

  17. The Role of Preschool Teacher-Child Interactions in Academic Adjustment: An Intervention Study with Playing-2-Gether

    ERIC Educational Resources Information Center

    Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde

    2017-01-01

    Background: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. Aims: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study…

  18. Cognitive, behaviour, and academic functioning in adolescent and young adult survivors of childhood acute lymphoblastic leukaemia: a report from the Childhood Cancer Survivor Study.

    PubMed

    Jacola, Lisa M; Edelstein, Kim; Liu, Wei; Pui, Ching-Hon; Hayashi, Robert; Kadan-Lottick, Nina S; Srivastava, Deokumar; Henderson, Tara; Leisenring, Wendy; Robison, Leslie L; Armstrong, Gregory T; Krull, Kevin R

    2016-10-01

    only remain at increased risk for cognitive, behaviour, and academic problems that adversely affect adult education outcomes. National Cancer Institute, American Lebanese-Syrian Associated Charities. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Excellence in University Academic Staff Evaluation: A Problematic Reality?

    ERIC Educational Resources Information Center

    O'Connor, Pat; O'Hagan, Clare

    2016-01-01

    This article is concerned with the macro-cultural ideal or institutional myth of excellence as defined and used in the evaluation of academic staff as part of an institutional logic. Such logics "prescribe what constitutes legitimate behaviour and provide taken-for-granted conceptions of what goals are appropriate and what means are…

  20. The association of early childhood cognitive development and behavioural difficulties with pre-adolescent problematic eating attitudes.

    PubMed

    Richmond, Rebecca C; Skugarevsky, Oleg; Yang, Seungmi; Kramer, Michael S; Wade, Kaitlin H; Patel, Rita; Bogdanovich, Natalia; Vilchuck, Konstantin; Sergeichick, Natalia; Smith, George Davey; Oken, Emily; Martin, Richard M

    2014-01-01

    Few studies have prospectively investigated associations of child cognitive ability and behavioural difficulties with later eating attitudes. We investigated associations of intelligence quotient (IQ), academic performance and behavioural difficulties at 6.5 years with eating attitudes five years later. We conducted an observational cohort study nested within the Promotion of Breastfeeding Intervention Trial, Belarus. Of 17,046 infants enrolled at birth, 13,751 (80.7%) completed the Children's Eating Attitude Test (ChEAT) at 11.5 years, most with information on IQ (n = 12,667), academic performance (n = 9,954) and behavioural difficulties (n = 11,098) at 6.5 years. The main outcome was a ChEAT score ≥ 85th percentile, indicative of problematic eating attitudes. Boys with higher IQ at 6.5 years reported fewer problematic eating attitudes, as assessed by ChEAT scores ≥ 85th percentile, at 11.5 years (OR per SD increase in full-scale IQ = 0.87; 0.79, 0.94). No such association was observed in girls (1.01; 0.93, 1.10) (p for sex-interaction = 0.016). In both boys and girls, teacher-assessed academic performance in non-verbal subjects was inversely associated with high ChEAT scores five years later (OR per unit increase in mathematics ability = 0.88; 0.82, 0.94; and OR per unit increase in ability for other non-verbal subjects = 0.86; 0.79, 0.94). Behavioural difficulties were positively associated with high ChEAT scores five years later (OR per SD increase in teacher-assessed rating = 1.13; 1.07, 1.19). Lower IQ, worse non-verbal academic performance and behavioural problems at early school age are positively associated with risk of problematic eating attitudes in early adolescence.

  1. Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

    PubMed Central

    Jimmefors, Alexander; Mousavi, Fariba; Adrianson, Lillemor; Rosenberg, Patricia; Archer, Trevor

    2015-01-01

    Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement. PMID:25861553

  2. "When in Rome, do as the Romans do" Do International Students' Acculturation Attitudes Impact Their Ethical Academic Conduct?

    ERIC Educational Resources Information Center

    Shafaei, Azadeh; Nejati, Mehran; Quazi, Ali; von der Heidt, Tania

    2016-01-01

    International students undertaking higher education in foreign countries bring with them some perceived beliefs about academic conduct. These beliefs are often in contrast with the host countries' academic practices, which may generate confusion and frustration among international students, affecting their learning behaviours. As a consequence of…

  3. The effects of changes in physical fitness on academic performance among New York City youth.

    PubMed

    Bezold, Carla P; Konty, Kevin J; Day, Sophia E; Berger, Magdalena; Harr, Lindsey; Larkin, Michael; Napier, Melanie D; Nonas, Cathy; Saha, Subir; Harris, Tiffany G; Stark, James H

    2014-12-01

    To evaluate whether a change in fitness is associated with academic outcomes in New York City (NYC) middle-school students using longitudinal data and to evaluate whether this relationship is modified by student household poverty. This was a longitudinal study of 83,111 New York City middle-school students enrolled between 2006-2007 and 2011-2012. Fitness was measured as a composite percentile based on three fitness tests and categorized based on change from the previous year. The effect of the fitness change level on academic outcomes, measured as a composite percentile based on state standardized mathematics and English Language Arts test scores, was estimated using a multilevel growth model. Models were stratified by sex, and additional models were tested stratified by student household poverty. For both girls and boys, a substantial increase in fitness from the previous year resulted in a greater improvement in academic ranking than was seen in the reference group (girls: .36 greater percentile point improvement, 95% confidence interval: .09-.63; boys: .38 greater percentile point improvement, 95% confidence interval: .09-.66). A substantial decrease in fitness was associated with a decrease in academics in both boys and girls. Effects of fitness on academics were stronger in high-poverty boys and girls than in low-poverty boys and girls. Academic rankings improved for boys and girls who increased their fitness level by >20 percentile points compared to other students. Opportunities for increased physical fitness may be important to support academic performance. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  4. Academics' Responses to the Implementation of a Quality Agenda

    ERIC Educational Resources Information Center

    Brunetto, Yvonne; Farr-Wharton, Rod

    2005-01-01

    This paper proposes a new implementation model that bases implementation outcomes on the responses of academics to a new policy. The model is derived from a review of policy and organisational behaviour literature. The model was tested within the context of the implementation of significant reforms aimed at changing the work practices of academics…

  5. Negotiation in academic medicine: a necessary career skill.

    PubMed

    Sarfaty, Suzanne; Kolb, Deborah; Barnett, Rosalind; Szalacha, Laura; Caswell, Cheryl; Inui, Thomas; Carr, Phyllis L

    2007-03-01

    Negotiation and its use in academic medicine have not been studied. Little is known about faculty experience with negotiation or its potential benefits for academe. Barriers to negotiation and how they can be addressed, especially for faculty without perceived skill in negotiation, are unknown. To better understand the problems that such faculty experience, we completed in-depth, individual telephone interviews of 20 academic medical faculty at 11 of the 24 medical schools in the National Faculty Survey, all of whom perceived difficulty in negotiation. Faculty were stratified by rank, gender, and degree. Semistructured interviews were audiotaped, transcribed, and analyzed by five reviewers. We explored the role of negotiation in academe, barriers to negotiation, what faculty and institutions can do to improve the use of negotiation, and possible differences in negotiation by gender. Faculty were relatively unaware of the possible uses of negotiation to advance their work in academe. Women tended to see negotiation as less important to an academic career than did their male colleagues. The perceived hierarchy and secrecy of many academic medical centers was believed to create a difficult environment for negotiation. For effective negotiation to occur, faculty stated the need to prepare, gather information, especially on compensation and resources, and to know their priorities. Preparation was particularly important for women, correlating with greater comfort with the degree of aggressiveness in the negotiation and greater self-confidence after the negotiation. These informants suggested that institutions need to provide more transparent information on salary and promotion guidelines. Further, institutions need to empower faculty with a solid understanding of institutional policy, goals, and resource needs of academic life. Many medical faculty are insufficiently aware of, or skilled in, the negotiation process and find significant barriers to negotiate in academe

  6. Pedagogy and Academic Success in Prelicensure Nursing Education.

    PubMed

    Murray, Teri A

    2016-01-01

    The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  7. The idiosyncratic nature of confidence

    PubMed Central

    Navajas, Joaquin; Hindocha, Chandni; Foda, Hebah; Keramati, Mehdi; Latham, Peter E; Bahrami, Bahador

    2017-01-01

    Confidence is the ‘feeling of knowing’ that accompanies decision making. Bayesian theory proposes that confidence is a function solely of the perceived probability of being correct. Empirical research has suggested, however, that different individuals may perform different computations to estimate confidence from uncertain evidence. To test this hypothesis, we collected confidence reports in a task where subjects made categorical decisions about the mean of a sequence. We found that for most individuals, confidence did indeed reflect the perceived probability of being correct. However, in approximately half of them, confidence also reflected a different probabilistic quantity: the perceived uncertainty in the estimated variable. We found that the contribution of both quantities was stable over weeks. We also observed that the influence of the perceived probability of being correct was stable across two tasks, one perceptual and one cognitive. Overall, our findings provide a computational interpretation of individual differences in human confidence. PMID:29152591

  8. Exploring the Relationship among International Students' English Self-Efficacy, Using English to Learn Self-Efficacy, and Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Wang, Chih-hsuan; Harrison, Jamie; Cardullo, Victoria; Lin, Xi

    2018-01-01

    One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively…

  9. Expressive communication of children with autism: the use of challenging behaviour.

    PubMed

    Chiang, Hsu-Min

    2008-11-01

    .g. academic activities, morning circle, morning tea, lunch, free time). A repeated-measures ANOVA revealed a main effect for activity. Challenging behaviour occurred most often during academic activities. A set of correlation analyses indicated a significant correlation existed between the use of graphic symbols and the amount of challenging behaviour. A series of Mann-Whitney U-tests revealed significant differences between Australian and Taiwanese children on the amount of challenging behaviour, communicative functions and partners. A Chi-squared test revealed that there were significantly more Australian children with autism who displayed challenging behaviour than Taiwanese children. The current study shows that a high proportion of children with autism with severe speech impairments used challenging behaviour as a form of expressive communication in their school environments. The findings from the present study may have implications for practitioners who work with children with autism.

  10. A Cross-Sectional Study of Student Teachers' Behaviour Management Strategies throughout Their Training Years

    ERIC Educational Resources Information Center

    Woodcock, Stuart; Reupert, Andrea

    2012-01-01

    Despite the importance of behaviour management, many student teachers report being inadequately trained in this area. The aim of this study was to identify the strategies, confidence and reported levels of success in regard to various behaviour management strategies, across 509 first, second, third and fourth year student teachers training to be…

  11. Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia

    PubMed Central

    Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh

    2015-01-01

    Background This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. Methods An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson’s bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. Results The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95% confidence interval 1.25–3.02) and less likely to be delayed, have to re-sit an examination, or be warned (adjusted odds ratio 0.47, 95% confidence interval 0.29–0.77). Conclusion Only 32.8% of the variation in self-reported academic performance was explained by the studied

  12. Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia.

    PubMed

    Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh

    2015-01-01

    This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95% confidence interval 1.25-3.02) and less likely to be delayed, have to re-sit an examination, or be warned (adjusted odds ratio 0.47, 95% confidence interval 0.29-0.77). Only 32.8% of the variation in self-reported academic performance was explained by the studied variables. Hence, efficacious mechanisms

  13. Doing Academic Writing in Education: Connecting the Personal and the Professional

    ERIC Educational Resources Information Center

    Richards, Janet C.; Miller, Sharon K.

    2005-01-01

    This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to…

  14. Commitment to change and assessment of confidence: tools to inform the design and evaluation of interprofessional education.

    PubMed

    Evans, Jessica A; Mazmanian, Paul E; Dow, Alan W; Lockeman, Kelly S; Yanchick, Victor A

    2014-01-01

    This study examines use of the commitment-to-change model (CTC) and explores the role of confidence in evaluating change associated with participation in an interprofessional education (IPE) symposium. Participants included students, faculty, and practitioners in the health professions. Satisfaction with the symposium and levels of commitment and confidence in implementing a change were assessed with a post-questionnaire and a follow-up questionnaire distributed 60 days later. Participants who reported changed behavior were compared with those who did not make a change. Independent sample t-tests determined whether there were differences between groups in their average level of commitment and/or confidence immediately following the symposium and at follow-up. At post-symposium, attendees were satisfied with content and format. Sixty-eight percent said they would make a change in profession related activities. At 60 days, 53% indicated they had implemented a change. In comparison to those who reported no change, those who made a change reported higher levels of commitment and higher levels of confidence. Logistic regression suggested that the combination of commitment and confidence did not predict implementation in this sample; however, confidence had a higher odds ratio for predicting success than did commitment. Confidence should be studied further in relation to commitment as a predictor of behavioral change associated with participation in an IPE symposium. Evaluators and instructional designers should consider use of follow-up support activities to improve learners' confidence and likelihood of successful behavior change in the workplace. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  15. Decoded fMRI neurofeedback can induce bidirectional confidence changes within single participants

    PubMed Central

    Cortese, Aurelio; Amano, Kaoru; Koizumi, Ai; Lau, Hakwan; Kawato, Mitsuo

    2017-01-01

    Neurofeedback studies using real-time functional magnetic resonance imaging (rt-fMRI) have recently incorporated the multi-voxel pattern decoding approach, allowing for fMRI to serve as a tool to manipulate fine-grained neural activity embedded in voxel patterns. Because of its tremendous potential for clinical applications, certain questions regarding decoded neurofeedback (DecNef) must be addressed. Specifically, can the same participants learn to induce neural patterns in opposite directions in different sessions? If so, how does previous learning affect subsequent induction effectiveness? These questions are critical because neurofeedback effects can last for months, but the short- to mid-term dynamics of such effects are unknown. Here we employed a within-subjects design, where participants underwent two DecNef training sessions to induce behavioural changes of opposing directionality (up or down regulation of perceptual confidence in a visual discrimination task), with the order of training counterbalanced across participants. Behavioral results indicated that the manipulation was strongly influenced by the order and the directionality of neurofeedback training. We applied nonlinear mathematical modeling to parametrize four main consequences of DecNef: main effect of change in confidence, strength of down-regulation of confidence relative to up-regulation, maintenance of learning effects, and anterograde learning interference. Modeling results revealed that DecNef successfully induced bidirectional confidence changes in different sessions within single participants. Furthermore, the effect of up- compared to down-regulation was more prominent, and confidence changes (regardless of the direction) were largely preserved even after a week-long interval. Lastly, the effect of the second session was markedly diminished as compared to the effect of the first session, indicating strong anterograde learning interference. These results are interpreted in the framework

  16. Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time?

    PubMed

    Martin, Andrew J; Colmar, Susan H; Davey, Louise A; Marsh, Herbert W

    2010-09-01

    Academic buoyancy is students' ability to successfully deal with setbacks and challenges that are typical of academic life. The present study extends previous preliminary cross-sectional work that tentatively identified five motivational predictors of academic buoyancy - referred to as the '5Cs' of academic buoyancy: confidence (self-efficacy), coordination (planning), commitment (persistence), composure (low anxiety), and control (low uncertain control). The study seeks to more clearly ascertain the effects of motivation (and its mediating role) on academic buoyancy over and above prior academic buoyancy. The study comprised N=1,866 high school students from six schools. Longitudinal data were collected (1 year apart) and the hypothesized model exploring longitudinal effects was tested using structural equation modelling. After controlling for prior variance in academic buoyancy, the 5Cs were significant predictors of subsequent academic buoyancy. Furthermore, over and above the direct effects of prior academic buoyancy on subsequent academic buoyancy, the 5Cs significantly mediated this relationship. The study concludes with a discussion of the substantive, applied, and methodological implications for researchers and practitioners seeking to investigate and address the academic buoyancy of students who require the capacity to effectively function in an ever-challenging school environment.

  17. Mediating effects of motor performance, cardiorespiratory fitness, physical activity, and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children.

    PubMed

    Haapala, Eero A; Lintu, Niina; Eloranta, Aino-Maija; Venäläinen, Taisa; Poikkeus, Anna-Maija; Ahonen, Timo; Lindi, Virpi; Lakka, Timo A

    2018-03-09

    We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6-8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = -0.262, P = 0.007) and reading comprehension (β = -0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = -0.272, P = 0.006) and reading comprehension (β = -0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = -0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors.

  18. Academic dishonesty in Indian medical colleges.

    PubMed

    Gitanjali, B

    2004-01-01

    Integrity is a necessary attribute expected in practitioners of medicine. Unfortunately there is evidence on hand that academic dishonesty is widely prevalent in many Indian medical colleges and that a proportion of students seem to think that there is nothing wrong in participating in such acts. This practice needs to be discouraged as those indulging in unethical acts during student days are likely to indulge in similar practices while dealing with their patients. It is, therefore, necessary that teachers in medical colleges show 'zero tolerance' to such acts. There is a need for faculty and administrators to be above board in their actions and be role models for ethical behaviour. Hence, acts of academic misconduct committed by faculty and administrators should also be dealt with quickly, fairly and firmly. A milieu of transparency, fairness and student awareness will go a long way in minimizing this pervasive malady.

  19. Academic learning for specialist nurses: a grounded theory study.

    PubMed

    Millberg, Lena German; Berg, Linda; Brämberg, Elisabeth Björk; Nordström, Gun; Ohlén, Joakim

    2014-11-01

    The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. Relations between Student Perceptions of Their School Environment and Academic Achievement

    ERIC Educational Resources Information Center

    Gietz, Carmen; McIntosh, Kent

    2014-01-01

    This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

  1. Predictors of health behaviours in college students.

    PubMed

    Von Ah, Diane; Ebert, Sheryl; Ngamvitroj, Anchalee; Park, Najin; Kang, Duck-Hee

    2004-12-01

    This paper reports a study examining the direct effects of perceived stress, perceived availability of and satisfaction with social support, and self-efficacy, and examines the intermediary roles of perceived threat (perceived susceptibility x perceived severity), benefits, and barriers on alcohol behaviour, smoking behaviour, physical activity and nutrition behaviour, general safety behaviour and sun-protective behaviour in college students. Health behaviours formed during young adulthood may have a sustaining impact on health across later life. Entering college can be an exciting, yet stressful event for many adolescents and young adults as they face trying to adapt to changes in academic workloads, support networks, and their new environment. Coupled with these changes and new-found responsibilities, they have greater freedom and control over their lifestyles than ever before. However, researchers have shown globally that many college students engage in various risky health behaviours. A cross-sectional sample of 161 college students enrolled in an introductory psychology course completed self-report questionnaires regarding stress; social support; self-efficacy; and components of the Health Belief Model including perceived threat, perceived benefits, perceived barriers; and common health behaviours. Step-wise multiple regression analysis was conducted and significant predictors were retained as modifiers in the path analysis. Self-efficacy significantly predicted alcohol and smoking behaviour, physical activity and nutrition protective behaviour, general safety protective behaviour and sun-protective behaviour. Under high-perceived threat, self-efficacy was mediated by perceived barriers for binge drinking and moderated by perceived barriers for physical activity and nutrition behaviours. In addition, under high-perceived threat, self-efficacy was moderated by perceived threat for alcohol use at 30 days and 6 months. Under low threat, self-efficacy was mediated

  2. Sources of sport confidence, imagery type and performance among competitive athletes: the mediating role of sports confidence.

    PubMed

    Levy, A R; Perry, J; Nicholls, A R; Larkin, D; Davies, J

    2015-01-01

    This study explored the mediating role of sport confidence upon (1) sources of sport confidence-performance relationship and (2) imagery-performance relationship. Participants were 157 competitive athletes who completed state measures of confidence level/sources, imagery type and performance within one hour after competition. Among the current sample, confirmatory factor analysis revealed appropriate support for the nine-factor SSCQ and the five-factor SIQ. Mediational analysis revealed that sport confidence had a mediating influence upon the achievement source of confidence-performance relationship. In addition, both cognitive and motivational imagery types were found to be important sources of confidence, as sport confidence mediated imagery type- performance relationship. Findings indicated that athletes who construed confidence from their own achievements and report multiple images on a more frequent basis are likely to benefit from enhanced levels of state sport confidence and subsequent performance.

  3. Neurophysiology of perceived confidence.

    PubMed

    Graziano, Martin; Parra, Lucas C; Sigman, Mariano

    2010-01-01

    In a partial report paradigm, subjects observe during a brief presentation a cluttered field and after some time - typically ranging from 100 ms to a second - are asked to report a subset of the presented elements. A vast buffer of information is transiently available to be broadcasted which, if not retrieved in time, fades rapidly without reaching consciousness. An interesting feature of this experiment is that objective performance and subjective confidence is decoupled. This converts this paradigm in an ideal vehicle to understand the brain dynamics of the construction of confidence. Here we report a high-density EEG experiment in which we infer elements of the EEG response which are indicative of subjective confidence. We find that an early response during encoding partially correlates with perceived confidence. However, the bulk of the weight of subjective confidence is determined during a late, N400-like waveform, during the retrieval stage. This shows that we can find markers of access to internal, subjective states, that are uncoupled from objective response and stimulus properties of the task, and we propose that this can be used with decoding methods of EEG to infer subjective mental states.

  4. Surgical Practical Skills Learning Curriculum: Implementation and Interns' Confidence Perceptions.

    PubMed

    Acosta, Danilo; Castillo-Angeles, Manuel; Garces-Descovich, Alejandro; Watkins, Ammara A; Gupta, Alok; Critchlow, Jonathan F; Kent, Tara S

    To provide an overview of the practical skills learning curriculum and assess its effects over time on the surgical interns' perceptions of their technical skills, patient management, administrative tasks, and knowledge. An 84-hour practical skills curriculum composed of didactic, simulation, and practical sessions was implemented during the 2015 to 2016 academic year for general surgery interns. Totally, 40% of the sessions were held during orientation, whereas the remainder sessions were held throughout the academic year. Interns' perceptions of their technical skills, administrative tasks, patient management, and knowledge were assessed by the practical skills curriculum residents' perception survey at various time points during their intern year (baseline, midpoint, and final). Interns were also asked to fill out an evaluation survey at the completion of each session to obtain feedback on the curriculum. General Surgery Residency program at a tertiary care academic institution. 20 General Surgery categorical and preliminary interns. Significant differences were found over time in interns' perceptions on their technical skills, patient management, administrative tasks, and knowledge (p < 0.001 for all). The results were also statistically significant when accounting for a prior boot camp course in medical school, intern status (categorical or preliminary), and gender (p < 0.05 for all). Differences in interns' perceptions occurred both from baseline to midpoint, and from midpoint to final time point evaluations (p < 0.001 for all). Prior surgical boot camp in medical school status, intern status (categorical vs. preliminary), and gender did not differ in the interns' baseline perceptions of their technical skills, patient management, administrative tasks, and knowledge (p > 0.05 for all). Implementation of a Practical Skills Curriculum in surgical internships can improve interns' confidence perception on their technical skills, patient management skills

  5. Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study.

    PubMed

    Dundas, Ingrid; Thorsheim, Torbjørn; Hjeltnes, Aslak; Binder, Per Einar

    2016-04-02

    Mindfulness based stress reduction (MBSR) for academic evaluation anxiety and self-confidence in 70 help-seeking bachelor's and master's students was examined. A repeated measures analysis of covariance on the 46 students who completed pretreatment and posttreatment measures (median age = 24 years, 83% women) showed that evaluation anxiety and self-confidence improved. A growth curve analysis with all 70 original participants showed reductions in both cognitive and emotional components of evaluation anxiety, and that reduction continued postintervention. Although more research is needed, this study indicates that MBSR may reduce evaluation anxiety.

  6. Does Preschool Education Exposure Predict Children's Academic and Behavioural Outcomes in China?

    ERIC Educational Resources Information Center

    Li, Yanfang; Lv, Ying; Huntsinger, Carol S.

    2015-01-01

    Relationships between exposure to preschool education and children's academic and social outcomes have been documented in Western countries. There is a lack of comparable research in China, where preschool education is relatively formal, but rather flexible in arrangement. We conducted research at six public kindergartens in a large Chinese city…

  7. Using Facebook to enhance commencing student confidence in clinical skill development: A phenomenological hermeneutic study.

    PubMed

    Watson, Bernadette; Cooke, Marie; Walker, Rachel

    2016-01-01

    The purpose of this study was to explore commencing nursing students' experience of Facebook as an adjunct to on-campus course delivery to determine its impact as a learning strategy for improving confidence in clinical skill development. Approaches supporting nursing students in the development of clinical skills have relied on 'real-life' clinical placements and simulated on-campus clinical laboratories. However students continue to report a lack of confidence in their clinical skills for practice. Social networking sites including Facebook are being used as a learning strategy to stimulate active and collaborative learning approaches. A hermeneutic phenomenological approach was used to provide an understanding of the experience of confidence in clinical skills development for nursing students. Data were collected through in-depth interviews with commencing students about their experience as learners using Facebook and their perceptions of the impact on their clinical skill development. Ten first-year student nurses at one university in south-east Queensland, Australia. Four themes emerged from the data including: 'We're all in this together'; 'I can do this'; 'This is about my future goals and success'; and, 'Real time is not fast enough!'. These themes provide new meaningful insights demonstrating students' sense of confidence in clinical skills was increased through engagement with a dedicated Facebook page. The findings of this study have relevance to academics in the design of learning strategies for clinical courses to further support student confidence and engagement through peer collaboration and active learning processes. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  8. Research Priorities from Animal Behaviour for Maximising Conservation Progress.

    PubMed

    Greggor, Alison L; Berger-Tal, Oded; Blumstein, Daniel T; Angeloni, Lisa; Bessa-Gomes, Carmen; Blackwell, Bradley F; St Clair, Colleen Cassady; Crooks, Kevin; de Silva, Shermin; Fernández-Juricic, Esteban; Goldenberg, Shifra Z; Mesnick, Sarah L; Owen, Megan; Price, Catherine J; Saltz, David; Schell, Christopher J; Suarez, Andrew V; Swaisgood, Ronald R; Winchell, Clark S; Sutherland, William J

    2016-12-01

    Poor communication between academic researchers and wildlife managers limits conservation progress and innovation. As a result, input from overlapping fields, such as animal behaviour, is underused in conservation management despite its demonstrated utility as a conservation tool and countless papers advocating its use. Communication and collaboration across these two disciplines are unlikely to improve without clearly identified management needs and demonstrable impacts of behavioural-based conservation management. To facilitate this process, a team of wildlife managers and animal behaviour researchers conducted a research prioritisation exercise, identifying 50 key questions that have great potential to resolve critical conservation and management problems. The resulting agenda highlights the diversity and extent of advances that both fields could achieve through collaboration. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  9. Exploring separable components of institutional confidence.

    PubMed

    Hamm, Joseph A; PytlikZillig, Lisa M; Tomkins, Alan J; Herian, Mitchel N; Bornstein, Brian H; Neeley, Elizabeth M

    2011-01-01

    Despite its contemporary and theoretical importance in numerous social scientific disciplines, institutional confidence research is limited by a lack of consensus regarding the distinctions and relationships among related constructs (e.g., trust, confidence, legitimacy, distrust, etc.). This study examined four confidence-related constructs that have been used in studies of trust/confidence in the courts: dispositional trust, trust in institutions, obligation to obey the law, and cynicism. First, the separability of the four constructs was examined by exploratory factor analyses. Relationships among the constructs were also assessed. Next, multiple regression analyses were used to explore each construct's independent contribution to confidence in the courts. Finally, a second study replicated the first study and also examined the stability of the institutional confidence constructs over time. Results supported the hypothesized separability of, and correlations among, the four confidence-related constructs. The extent to which the constructs independently explained the observed variance in confidence in the courts differed as a function of the specific operationalization of confidence in the courts and the individual predictor measures. Implications for measuring institutional confidence and future research directions are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

  10. Academic Blogging: Academic Practice and Academic Identity

    ERIC Educational Resources Information Center

    Kirkup, Gill

    2010-01-01

    This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

  11. Distinguishing highly confident accurate and inaccurate memory: insights about relevant and irrelevant influences on memory confidence.

    PubMed

    Chua, Elizabeth F; Hannula, Deborah E; Ranganath, Charan

    2012-01-01

    It is generally believed that accuracy and confidence in one's memory are related, but there are many instances when they diverge. Accordingly it is important to disentangle the factors that contribute to memory accuracy and confidence, especially those factors that contribute to confidence, but not accuracy. We used eye movements to separately measure fluent cue processing, the target recognition experience, and relative evidence assessment on recognition confidence and accuracy. Eye movements were monitored during a face-scene associative recognition task, in which participants first saw a scene cue, followed by a forced-choice recognition test for the associated face, with confidence ratings. Eye movement indices of the target recognition experience were largely indicative of accuracy, and showed a relationship to confidence for accurate decisions. In contrast, eye movements during the scene cue raised the possibility that more fluent cue processing was related to higher confidence for both accurate and inaccurate recognition decisions. In a second experiment we manipulated cue familiarity, and therefore cue fluency. Participants showed higher confidence for cue-target associations for when the cue was more familiar, especially for incorrect responses. These results suggest that over-reliance on cue familiarity and under-reliance on the target recognition experience may lead to erroneous confidence.

  12. Distinguishing highly confident accurate and inaccurate memory: insights about relevant and irrelevant influences on memory confidence

    PubMed Central

    Chua, Elizabeth F.; Hannula, Deborah E.; Ranganath, Charan

    2012-01-01

    It is generally believed that accuracy and confidence in one’s memory are related, but there are many instances when they diverge. Accordingly, it is important to disentangle the factors which contribute to memory accuracy and confidence, especially those factors that contribute to confidence, but not accuracy. We used eye movements to separately measure fluent cue processing, the target recognition experience, and relative evidence assessment on recognition confidence and accuracy. Eye movements were monitored during a face-scene associative recognition task, in which participants first saw a scene cue, followed by a forced-choice recognition test for the associated face, with confidence ratings. Eye movement indices of the target recognition experience were largely indicative of accuracy, and showed a relationship to confidence for accurate decisions. In contrast, eye movements during the scene cue raised the possibility that more fluent cue processing was related to higher confidence for both accurate and inaccurate recognition decisions. In a second experiment, we manipulated cue familiarity, and therefore cue fluency. Participants showed higher confidence for cue-target associations for when the cue was more familiar, especially for incorrect responses. These results suggest that over-reliance on cue familiarity and under-reliance on the target recognition experience may lead to erroneous confidence. PMID:22171810

  13. Multi Campus Investigation of Academic Dishonesty in Higher Education of Pakistan

    ERIC Educational Resources Information Center

    Ellahi, Abida; Mushtaq, Rabia; Khan, Mohammed Bashir

    2013-01-01

    Purpose: The worst scandals of the world's top companies have turned the attention of researchers towards the function of academic institutions in ethical training of future business leaders because the issue of dishonest behaviour of students becomes very severe, when they exercise the same practice at their place of work. Therefore, the…

  14. Socioeconomic Differences in Smoking Behaviour among Adolescents: The Role of Academic Orientation.

    ERIC Educational Resources Information Center

    Hagquist, Curt

    2000-01-01

    Explores the issue of socioeconomic differences in Swedish 9th graders' smoking behavior, using academic orientation as an indicator of social position. Finds that students who have applied for non-theoretical programs in high school are more likely to smoke than those who have applied to theoretical programs. Findings pose implications for…

  15. Sampling Theory and Confidence Intervals for Effect Sizes: Using ESCI To Illustrate "Bouncing"; Confidence Intervals.

    ERIC Educational Resources Information Center

    Du, Yunfei

    This paper discusses the impact of sampling error on the construction of confidence intervals around effect sizes. Sampling error affects the location and precision of confidence intervals. Meta-analytic resampling demonstrates that confidence intervals can haphazardly bounce around the true population parameter. Special software with graphical…

  16. Empowering parents to understand and manage children's behaviour.

    PubMed

    Boot, Ann

    2010-01-01

    While there are many projects successfully targeting the problems associated with the management of unwanted behaviour in children, this article suggests that all parents would benefit from a greater understanding of how to manage such behaviour. Health visitors and their teams are well placed to help parents to understand what is normal behaviour for different ages and developmental stages and empower them to find solutions for unwanted behaviours. However, current financial constraints which allow health visitors to focus only on specific groups mean that they are not able to provide this help as a universal service. Teaching parents to observe their child and record their findings, an approach used by a health visitor-led programme in Wales, provides an opportunity for significant learning to take place. Through such programmes, parents acquire skills that boost their self-esteem and confidence, which in turn empower them to be proactive in the promotion of their family's health and well-being.

  17. Academic mobbing: hidden health hazard at workplace.

    PubMed

    Khoo, Sb

    2010-01-01

    Academic mobbing is a non-violent, sophisticated, 'ganging up' behaviour adopted by academicians to "wear and tear" a colleague down emotionally through unjustified accusation, humiliation, general harassment and emotional abuse. These are directed at the target under a veil of lies and justifications so that they are "hidden" to others and difficult to prove. Bullies use mobbing activities to hide their own weaknesses and incompetence. Targets selected are often intelligent, innovative high achievers, with good integrity and principles. Mobbing activities appear trivial and innocuous on its own but the frequency and pattern of their occurrence over long period of time indicates an aggressive manipulation to "eliminate" the target. Mobbing activities typically progress through five stereotypical phases that begins with an unsolved minor conflict between two workers and ultimately escalates into a senseless mobbing whereby the target is stigmatized and victimized to justify the behaviours of the bullies. The result is always physical, mental, social distress or illness and, most often, expulsion of target from the workplace. Organizations are subjected to great financial loss, loss of key workers and a tarnished public image and reputation. Public awareness, education, effective counselling, establishment of anti-bullying policies and legislations at all levels are necessary to curb academic mobbing. General practitioners (GPs) play an important role in supporting patients subjected to mental and physical health injury caused by workplace bullying and mobbing.

  18. Explorations in Statistics: Confidence Intervals

    ERIC Educational Resources Information Center

    Curran-Everett, Douglas

    2009-01-01

    Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This third installment of "Explorations in Statistics" investigates confidence intervals. A confidence interval is a range that we expect, with some level of confidence, to include the true value of a population parameter…

  19. Public perceptions of cooking and the implications for cooking behaviour in the USA.

    PubMed

    Wolfson, Julia A; Smith, Katherine Clegg; Frattaroli, Shannon; Bleich, Sara N

    2016-06-01

    Despite the importance of cooking in modern life, public perceptions about what it means to cook are unknown. We aimed to examine perceptions of cooking and their association with cooking confidence, attitudes and behaviours in the USA. We designed and fielded a nationally representative survey among US adults (n 1112) in April 2015. We used factor analysis to identify perceptions about cooking and multivariate ordered logit and Poisson models to explore associations between those perceptions and cooking confidence, attitudes and behaviours. Nationally representative web-based survey of US adults. US adults aged ≥18 years. Americans conceptualized cooking in three ways: the use of scratch ingredients, convenience foods and not using heat. Respondents who perceived cooking as including convenience foods were less confident in their ability to cook from scratch (OR=0·52, P<0·001) and less likely to enjoy cooking (OR=0·68, P=0·01) than those who did not. Although individuals who perceived cooking as including only scratch ingredients reported cooking dinner (4·31 times/week) and using packaged/boxed products (0·95 times/week) the least frequently, few notable differences in the frequency of cooking meals were observed. Cooking frequency is similar among US adults regardless of how they perceive cooking, but cooking confidence and enjoyment are lowest among Americans who perceive cooking as including the use of convenience foods. These insights should inform the development of more specific measures of cooking behaviour as well as meaningful and targeted public health messages to encourage healthier cooking.

  20. Parent's confidence as a caregiver.

    PubMed

    Raines, Deborah A; Brustad, Judith

    2012-06-01

    The purpose of this study was to describe the parent's self-reported confidence as a caregiver. The specific research questions were as follows: • What is the parent's perceived level of confidence when performing infant caregiving activities in the neonatal intensive care unit (NICU)? • What is the parent's projected level of confidence about performing infant caregiving activities on the first day at home? Participants were parents of infants with an anticipated discharge date within 5 days. Inclusion criteria were as follows: parent at least 18 years of age, infant's discharge destination is home with the parent, parent will have primary responsibility for the infant after discharge, and the infant's length of stay in the NICU was a minimum of 10 days. Descriptive, survey research. Participants perceived themselves to be confident in all but 2 caregiving activities when caring for their infants in the NICU, but parents projected a change in their level of confidence in their ability to independently complete infant care activities at home. When comparing the self-reported level of confidence in the NICU and the projected level of confidence at home, the levels of confidence decreased for 5 items, increased for 8 items, and remained unchanged for 2 items. All of the items with a decrease in score were the items with the lowest score when performed in the NICU. All of these low-scoring items are caregiving activities that are unique to the post-NICU status of the infant. Interestingly, the parent's projected level of confidence increased for the 8 items focused on handling and interacting with the infant. The findings of this research provide evidence that nurses may need to rethink when parents become active participants in their infant's medical-based caregiving activities.

  1. Exploring Rural High School Learners' Experience of Mathematics Anxiety in Academic Settings

    ERIC Educational Resources Information Center

    Hlalele, Dipane

    2012-01-01

    The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in…

  2. Classifying At-Risk High School Youth: The Influence of Exposure to Community Violence and Protective Factors on Academic and Health Outcomes

    ERIC Educational Resources Information Center

    Solberg, V. Scott H.; Carlstom, Aaron H.; Howard, Kimberly A. S.; Jones, Janice E.

    2007-01-01

    Using cluster analysis, 789 predominately Latino and African American high school youth were classified into varying academic at-risk profiles using self-reported levels of academic confidence, motivation to attend school, perceived family support, connections with teachers and peers, and exposure to violence. Six clusters emerged, 5 of which were…

  3. Development of a behaviour change communication tool for medical students: the 'Tent Pegs' booklet.

    PubMed

    Chisholm, Anna; Hart, Jo; Mann, Karen; Peters, Sarah

    2014-01-01

    To describe the development and validation of a behaviour change communication tool for medical students. Behaviour change techniques (BCTs) were identified within the literature and used to inform a communication tool to support medical students in discussing health-related behaviour change with patients. BCTs were organized into an accessible format for medical students (the 'Tent Pegs' booklet) and validated using discriminant content validity methods with 11 expert judges. One-sample t-tests showed that judges reliably mapped BCTs onto six of the seven Tent Pegs domains (confidence rating means ranged from 4.0 to 5.1 out of 10, all p≤0.002). Only BCTs within the 'empowering people to change' domain were not significantly different from the value zero (mean confidence rating=1.2, p>0.05); these BCTs were most frequently allocated to the 'addressing thoughts and emotions' domain instead. BCTs within the Tent Pegs booklet are reliably allocated to corresponding behaviour change domains with the exception of those within the 'empowering people to change' domain. The existing evidence-base on BCTs can be used to directly inform development of a communication tool to support medical students facilitate health behaviour change with patients. Crown Copyright © 2013. Published by Elsevier Ireland Ltd. All rights reserved.

  4. Increasing Product Confidence-Shifting Paradigms.

    PubMed

    Phillips, Marla; Kashyap, Vishal; Cheung, Mee-Shew

    2015-01-01

    Leaders in the pharmaceutical, medical device, and food industries expressed a unilateral concern over product confidence throughout the total product lifecycle, an unsettling fact for these leaders to manage given that their products affect the lives of millions of people each year. Fueled by the heparin incident of intentional adulteration in 2008, initial efforts for increasing product confidence were focused on improving the confidence of incoming materials, with a belief that supplier performance must be the root cause. As in the heparin case, concern over supplier performance extended deep into the supply chain to include suppliers of the suppliers-which is often a blind spot for pharmaceutical, device, and food manufacturers. Resolved to address the perceived lack of supplier performance, these U.S. Food and Drug Administration (FDA)-regulated industries began to adopt the supplier relationship management strategy, developed by the automotive industry, that emphasizes "management" of suppliers for the betterment of the manufacturers. Current product and supplier management strategies, however, have not led to a significant improvement in product confidence. As a result of the enduring concern by industry leaders over the lack of product confidence, Xavier University launched the Integrity of Supply Initiative in 2012 with a team of industry leaders and FDA officials. Through a methodical research approach, data generated by the pharmaceutical, medical device, and food manufacturers surprisingly pointed to themselves as a source of the lack of product confidence, and revealed that manufacturers either unknowingly increase the potential for error or can control/prevent many aspects of product confidence failure. It is only through this paradigm shift that manufacturers can work collaboratively with their suppliers as equal partners, instead of viewing their suppliers as "lesser" entities needing to be controlled. The basis of this shift provides manufacturers

  5. Nutritional quality of diet and academic performance in Chilean students.

    PubMed

    Correa-Burrows, Paulina; Burrows, Raquel; Blanco, Estela; Reyes, Marcela; Gahagan, Sheila

    2016-03-01

    To explore associations between the nutritional quality of diet at age 16 years and academic performance in students from Santiago, Chile. We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8 ± 0.5 years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academic performance was assessed using high school grade-point average (GPA) and tests for college admission in language and mathematics. Academic results on or above the 75th percentile in our sample were considered good academic performance. We tested associations between nutritional quality of diet and good academic performance using logistic regression models. We considered sociodemographic, educational and body-mass index (BMI) factors as potential confounders. After controlling for potential confounding factors, an unhealthy diet at age 16 years was associated with reduced academic performance. Compared to participants with healthy diets, those with unhealthy diets were significantly less likely to perform well based on language tests (odds ratio, OR: 0.42; 95% confidence interval, CI: 0.18-0.98) mathematics tests (OR: 0.35; 95% CI: 0.15-0.82) or GPA (OR: 0.22; 95% CI: 0.09-0.56). In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academic performance.

  6. Academic underachievement by people with Prader-Willi syndrome.

    PubMed

    Whittington, J; Holland, A; Webb, T; Butler, J; Clarke, D; Boer, H

    2004-02-01

    Prader-Willi syndrome (PWS) is a genetically determined neurodevelopmental disorder that is associated with the under-expression of maternally imprinted genes at the 15q11-q13 chromosomal locus. In addition to a characteristic physical and behavioural phenotype, those with the syndrome have impaired social cognition, literal mindedness and inflexibility. The present authors investigated the relationship between the PWS cognitive and behavioural phenotype, educational experience, and levels of attainment in reading, writing and arithmetic. All subjects from a population-based sample of people with PWS, augmented by those with PWS living in other regions together with a contrast group of people with learning disability (LD) of other aetiologies, are included in the present study. Those children over 3 years of age whose families consented or adults who themselves consented were assessed for ability and attainment (over 7 years of age), and information on functional ability was also obtained from an informant. Underachievement was defined as the difference between the score predicted from full-scale IQ and the actual achievement score. Commonly, levels of achievement were lower than would have been predicted on the basis of IQ among those in the groups with PWS and LD. In the group with PWS, underachievement across academic domains was positively correlated with the percentage of time in education in a special school and negatively correlated with Vineland Socialization domain standard score. There were no across-domain significant correlations in the group with LD. When using multiple regression analysis, the percentage of time in special school was the only predictor of underachievement and only in the group with PWS. However, some children with PWS in special schools did achieve as expected in at least one academic domain. Children with PWS may be placed in special schools largely because of their behavioural problems or physical disabilities, or expectations based

  7. Effects of poverty on academic failure and delinquency in boys: a change and process model approach.

    PubMed

    Pagani, L; Boulerice, B; Vitaro, F; Tremblay, R E

    1999-11-01

    Using data from the Montreal Longitudinal-Experimental Study, we examined the impact of poverty (and its correlate, family configuration status) on academic placement and self-reported delinquency in boys at age 16. We then investigated whether the relation between family economic hardship and antisocial behaviour is direct or indirect by considering the value of parenting practices and academic failure as process variables in the model. Data included official records, and parent, teacher, and self-reports. The temporal intensity of poverty was classified into five categories: never-poor; always-poor; poor-earlier; poor-later; and transitory-poverty. Family configuration status was classified by both temporal characteristics and number of marital transitions: intact-family; short-term-single; long-term-single; short-term-remarried; long-term-remarried; and multiple-marital-transitions. Results revealed that when maternal education and early childhood behaviour were controlled, poverty had an effect on both academic failure and extreme delinquency. This effect was independent of family configuration status. Although they both significantly predicted extreme delinquency on their own, academic failure and parental supervision did not mediate the relationship between poverty and delinquency. Divorce increased the risk of theft and fighting at age 16, regardless of financial hardship. Parental supervision only helped explain the effects of divorce on boys' fighting.

  8. Doctors' attitudes and confidence towards providing nutrition care in practice: Comparison of New Zealand medical students, general practice registrars and general practitioners.

    PubMed

    Crowley, Jennifer; Ball, Lauren; Han, Dug Yeo; McGill, Anne-Thea; Arroll, Bruce; Leveritt, Michael; Wall, Clare

    2015-09-01

    Improvements in individuals' nutrition behaviour can improve risk factors and outcomes associated with lifestyle-related chronic diseases. This study describes and compares New Zealand medical students, general practice registrars and general practitioners' (GPs') attitudes towards incorporating nutrition care into practice, and self-perceived skills in providing nutrition care. A total of 183 New Zealand medical students, 51 general practice registrars and 57 GPs completed a 60-item questionnaire investigating attitudes towards incorporating nutrition care into practice and self-perceived skills in providing nutrition care. Items were scored using a 5-point Likert scale. Factor analysis was conducted to group questionnaire items and a generalised linear model compared differences between medical students, general practice registrars and GPs. All groups indicated that incorporating nutrition care into practice is important. GPs displayed more positive attitudes than students towards incorporating nutrition in routine care (p<0.0001) and performing nutrition recommendations (p<0.0001). General practice registrars were more positive than students towards performing nutrition recommendations (p=0.004), specified practices (p=0.037), and eliciting behaviour change (p=0.024). All groups displayed moderate confidence towards providing nutrition care. GPs were more confident than students in areas relating to wellness and disease (p<0.0001); macronutrients (p=0.030); micronutrients (p=0.010); and women, infants and children (p<0.0001). New Zealand medical students, general practice registrars and GPs have positive attitudes and moderate confidence towards incorporating nutrition care into practice. It is possible that GPs' experience providing nutrition care contributes to greater confidence. Strategies to facilitate medical students developing confidence in providing nutrition care are warranted.

  9. The Role of Goal Importance in Predicting University Students' High Academic Performance

    ERIC Educational Resources Information Center

    Kyle, Vanessa A.; White, Katherine M.; Hyde, Melissa K.; Occhipinti, Stefano

    2014-01-01

    We examined goal importance, focusing on high, but not exclusive priority goals, in the theory of planned behaviour (TPB) to predict students' academic performance. At the beginning of semester, students in a psychology subject (N = 197) completed TPB and goal importance items for achieving a high grade. Regression analyses revealed partial…

  10. Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study

    ERIC Educational Resources Information Center

    Dundas, Ingrid; Thorsheim, Torbjørn; Hjeltnes, Aslak; Binder, Per Einar

    2016-01-01

    Mindfulness based stress reduction (MBSR) for academic evaluation anxiety and self-confidence in 70 help-seeking bachelor's and master's students was examined. A repeated measures analysis of covariance on the 46 students who completed pretreatment and posttreatment measures (median age = 24 years, 83% women) showed that evaluation anxiety and…

  11. Parents' obesity-related behavior and confidence to support behavioral change in their obese child: data from the STAR study.

    PubMed

    Arsenault, Lisa N; Xu, Kathleen; Taveras, Elsie M; Hacker, Karen A

    2014-01-01

    Successful childhood obesity interventions frequently focus on behavioral modification and involve parents or family members. Parental confidence in supporting behavior change may be an element of successful family-based prevention efforts. We aimed to determine whether parents' own obesity-related behaviors were related to their confidence in supporting their child's achievement of obesity-related behavioral goals. Cross-sectional analyses of data collected at baseline of a randomized control trial testing a treatment intervention for obese children (n = 787) in primary care settings (n = 14). Five obesity-related behaviors (physical activity, screen time, sugar-sweetened beverage, sleep duration, fast food) were self-reported by parents for themselves and their child. Behaviors were dichotomized on the basis of achievement of behavioral goals. Five confidence questions asked how confident the parent was in helping their child achieve each goal. Logistic regression modeling high confidence was conducted with goal achievement and demographics as independent variables. Parents achieving physical activity or sleep duration goals were significantly more likely to be highly confident in supporting their child's achievement of those goals (physical activity, odds ratio 1.76; 95% confidence interval 1.19-2.60; sleep, odds ratio 1.74; 95% confidence interval 1.09-2.79) independent of sociodemographic variables and child's current behavior. Parental achievements of TV watching and fast food goals were also associated with confidence, but significance was attenuated after child's behavior was included in models. Parents' own obesity-related behaviors are factors that may affect their confidence to support their child's behavior change. Providers seeking to prevent childhood obesity should address parent/family behaviors as part of their obesity prevention strategies. Copyright © 2014 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  12. Veterinarians' perceptions of behaviour support in small-animal practice.

    PubMed

    Roshier, A L; McBride, E A

    2013-03-09

    Veterinarians are professionals considered to be at the forefront of animal welfare, including behaviour medicine. However, concerns raised, both within the profession and without, highlight that the support offered is not optimal, due to deficiencies in veterinary training, which focuses on physical aspects and overlooks psychological aspects. This preliminary study explored the experiences and perceptions of six veterinarians (three male, three female, age range: 23-55 years) in two UK small-animal practices. Seventeen annual booster consultations were videoed and conversations thematically analysed for welfare topics discussed. Both veterinarians and clients completed questionnaires to gather demographic information and perspectives. All veterinarians recognised behaviour as a component of their caseload, and acknowledged that clients expected them to provide behaviour support. Veterinarians varied in their experiences of and confidence in providing behaviour support. Five felt unable to meet client expectations; four did not feel their training had prepared them sufficiently. Only one provided dedicated behaviour consultations, the others referred cases. All provided suggestions for behaviour skills needed for new veterinary graduates. The study has afforded an insight into the experiences of a small opportunistic sample of veterinarians. The data indicated important limitations regarding time available in general consultations to discuss behaviour concerns, and practitioner knowledge and skill in detection, anamnesis, assessment and provision of appropriate behaviour information. Suggestions for veterinary training in behaviour are provided.

  13. Veterinarians' perceptions of behaviour support in small-animal practice

    PubMed Central

    Roshier, A. L.; McBride, E. A.

    2013-01-01

    Veterinarians are professionals considered to be at the forefront of animal welfare, including behaviour medicine. However, concerns raised, both within the profession and without, highlight that the support offered is not optimal, due to deficiencies in veterinary training, which focuses on physical aspects and overlooks psychological aspects. This preliminary study explored the experiences and perceptions of six veterinarians (three male, three female, age range: 23–55 years) in two UK small-animal practices. Seventeen annual booster consultations were videoed and conversations thematically analysed for welfare topics discussed. Both veterinarians and clients completed questionnaires to gather demographic information and perspectives. All veterinarians recognised behaviour as a component of their caseload, and acknowledged that clients expected them to provide behaviour support. Veterinarians varied in their experiences of and confidence in providing behaviour support. Five felt unable to meet client expectations; four did not feel their training had prepared them sufficiently. Only one provided dedicated behaviour consultations, the others referred cases. All provided suggestions for behaviour skills needed for new veterinary graduates. The study has afforded an insight into the experiences of a small opportunistic sample of veterinarians. The data indicated important limitations regarding time available in general consultations to discuss behaviour concerns, and practitioner knowledge and skill in detection, anamnesis, assessment and provision of appropriate behaviour information. Suggestions for veterinary training in behaviour are provided. PMID:23475046

  14. Conceptualising Animal Abuse with an Antisocial Behaviour Framework

    PubMed Central

    Gullone, Eleonora

    2011-01-01

    Simple Summary There is increasing acceptance of the links between animal abuse and aggressive or antisocial behaviours toward humans. Nevertheless, researchers and other professionals continue to call for methodologically sound empirical research amongst claims that current animal abuse research is methodologically limited. Below, I argue that current conceptualizations of antisocial and aggressive human behavior logically incorporate animal abuse. Given that the body of empirical evidence available to support of theories of antisocial and aggressive behaviour is large and sound, conceptualization of animal abuse as an aggressive behaviour rather than a behaviour that is somehow different, enables us to confidently promote putting current understanding into practice. Abstract This paper reviews current findings in the human aggression and antisocial behaviour literature and those in the animal abuse literature with the aim of highlighting the overlap in conceptualisation. The major aim of this review is to highlight that the co-occurrence between animal abuse behaviours and aggression and violence toward humans can be logically understood through examination of the research evidence for antisocial and aggressive behaviour. From examination through this framework, it is not at all surprising that the two co-occur. Indeed, it would be surprising if they did not. Animal abuse is one expression of antisocial behaviour. What is also known from the extensive antisocial behaviour literature is that antisocial behaviours co-occur such that the presence of one form of antisocial behaviour is highly predictive of the presence of other antisocial behaviours. From such a framework, it becomes evident that animal abuse should be considered an important indicator of antisocial behaviour and violence as are other aggressive and antisocial behaviours. The implications of such a stance are that law enforcement, health and other professionals should not minimize the presence of

  15. The Relationship between Confidence and Self-Concept--Towards a Model of Response Confidence

    ERIC Educational Resources Information Center

    Kroner, Stephan; Biermann, Antje

    2007-01-01

    According to Stankov [Stankov, L. (2000). Complexity, metacognition and fluid intelligence. Intelligence, 28, 121-143.] response confidence in cognitive tests reflects a trait on the boundary of personality and abilities. However, several studies failed in relating confidence scores to other known traits, including self-concept. A model of…

  16. The impact of communicating genetic risks of disease on risk-reducing health behaviour: systematic review with meta-analysis.

    PubMed

    Hollands, Gareth J; French, David P; Griffin, Simon J; Prevost, A Toby; Sutton, Stephen; King, Sarah; Marteau, Theresa M

    2016-03-15

    To assess the impact of communicating DNA based disease risk estimates on risk-reducing health behaviours and motivation to engage in such behaviours. Systematic review with meta-analysis, using Cochrane methods. Medline, Embase, PsycINFO, CINAHL, and the Cochrane Central Register of Controlled Trials up to 25 February 2015. Backward and forward citation searches were also conducted. Randomised and quasi-randomised controlled trials involving adults in which one group received personalised DNA based estimates of disease risk for conditions where risk could be reduced by behaviour change. Eligible studies included a measure of risk-reducing behaviour. We examined 10,515 abstracts and included 18 studies that reported on seven behavioural outcomes, including smoking cessation (six studies; n=2663), diet (seven studies; n=1784), and physical activity (six studies; n=1704). Meta-analysis revealed no significant effects of communicating DNA based risk estimates on smoking cessation (odds ratio 0.92, 95% confidence interval 0.63 to 1.35, P=0.67), diet (standardised mean difference 0.12, 95% confidence interval -0.00 to 0.24, P=0.05), or physical activity (standardised mean difference -0.03, 95% confidence interval -0.13 to 0.08, P=0.62). There were also no effects on any other behaviours (alcohol use, medication use, sun protection behaviours, and attendance at screening or behavioural support programmes) or on motivation to change behaviour, and no adverse effects, such as depression and anxiety. Subgroup analyses provided no clear evidence that communication of a risk-conferring genotype affected behaviour more than communication of the absence of such a genotype. However, studies were predominantly at high or unclear risk of bias, and evidence was typically of low quality. Expectations that communicating DNA based risk estimates changes behaviour is not supported by existing evidence. These results do not support use of genetic testing or the search for risk

  17. Academic Achievement and Physical Activity: A Meta-analysis.

    PubMed

    Álvarez-Bueno, Celia; Pesce, Caterina; Cavero-Redondo, Iván; Sánchez-López, Mairena; Garrido-Miguel, Miriam; Martínez-Vizcaíno, Vicente

    2017-12-01

    The effect of physical activity (PA) on different areas of academic achievement and classroom behaviors and how different characteristics of PA interventions could modify the effect remain unclear. The objective was twofold: (1) to assess the effect of PA interventions on academic achievement and classroom behaviors in childhood and (2) to determine the characteristics of individuals and PA programs that enhance academic performance. We identified studies from the database inception to October 16, 2016. We selected intervention studies aimed at examining the effect of exercise on academic achievement and classroom behaviors at developmental age. Random-effects models were used to calculate pooled effect size for all primary outcomes (language- and mathematics-related skills, reading, composite score, and time in on-task behavior). Positive values represent a direct relationship between PA programs and academic achievement scores or on-task behaviors. A total of 26 studies (10 205 children, aged from 4 to 13) were included. Pooled effect size (95% confidence interval) estimates were as follows: (1) 0.16 (-0.06 to 0.37) for language-related skills; (2) 0.21 (0.09 to 0.33) for mathematics-related skills; (3) 0.13 (0.02 to 0.24) for reading; (4) 0.26 (0.07 to 0.45) for composite scores; and (5) 0.77 (0.22 to 1.32) for time in on-task behaviors. Limitations included the variety of tools used to measure academic achievement and the limited number of studies that reported the effect of after-school PA interventions. PA, especially physical education, improves classroom behaviors and benefits several aspects of academic achievement, especially mathematics-related skills, reading, and composite scores in youth. Copyright © 2017 by the American Academy of Pediatrics.

  18. Relationship between School Principals' Ethical Leadership Behaviours and Positive Climate Practices

    ERIC Educational Resources Information Center

    Eranil, Anil Kadir; Özbilen, Fatih Mutlu

    2017-01-01

    The aim of this study was to determine the relationship between school principals' ethical leadership behaviour and positive climate practices. Research sample consisted of 383 teachers working at schools affiliated to the Ministry of National Education in 2014-2015 academic year. This research was designed according to the relational model. Data…

  19. Can improving working memory prevent academic difficulties? A school based randomised controlled trial.

    PubMed

    Roberts, Gehan; Quach, Jon; Gold, Lisa; Anderson, Peter; Rickards, Field; Mensah, Fiona; Ainley, John; Gathercole, Susan; Wake, Melissa

    2011-06-20

    Low academic achievement is common and is associated with adverse outcomes such as grade repetition, behavioural disorders and unemployment. The ability to accurately identify these children and intervene before they experience academic failure would be a major advance over the current 'wait to fail' model. Recent research suggests that a possible modifiable factor for low academic achievement is working memory, the ability to temporarily store and manipulate information in a 'mental workspace'. Children with working memory difficulties are at high risk of academic failure. It has recently been demonstrated that working memory can be improved with adaptive training tasks that encourage improvements in working memory capacity. Our trial will determine whether the intervention is efficacious as a selective prevention strategy for young children at risk of academic difficulties and is cost-effective. This randomised controlled trial aims to recruit 440 children with low working memory after a school-based screening of 2880 children in Grade one. We will approach caregivers of all children from 48 participating primary schools in metropolitan Melbourne for consent. Children with low working memory will be randomised to usual care or the intervention. The intervention will consist of 25 computerised working memory training sessions, which take approximately 35 minutes each to complete. Follow-up of children will be conducted at 6, 12 and 24 months post-randomisation through child face-to-face assessment, parent and teacher surveys and data from government authorities. The primary outcome is academic achievement at 12 and 24 months, and other outcomes include child behaviour, attention, health-related quality of life, working memory, and health and educational service utilisation. A successful start to formal learning in school sets the stage for future academic, psychological and economic well-being. If this preventive intervention can be shown to be efficacious, then

  20. Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study

    PubMed Central

    Dundas, Ingrid; Thorsheim, Torbjørn; Hjeltnes, Aslak; Binder, Per Einar

    2016-01-01

    ABSTRACT Mindfulness based stress reduction (MBSR) for academic evaluation anxiety and self-confidence in 70 help-seeking bachelor’s and master’s students was examined. A repeated measures analysis of covariance on the 46 students who completed pretreatment and posttreatment measures (median age = 24 years, 83% women) showed that evaluation anxiety and self-confidence improved. A growth curve analysis with all 70 original participants showed reductions in both cognitive and emotional components of evaluation anxiety, and that reduction continued postintervention. Although more research is needed, this study indicates that MBSR may reduce evaluation anxiety. PMID:27227169

  1. The range of confidence scales does not affect the relationship between confidence and accuracy in recognition memory.

    PubMed

    Tekin, Eylul; Roediger, Henry L

    2017-01-01

    Researchers use a wide range of confidence scales when measuring the relationship between confidence and accuracy in reports from memory, with the highest number usually representing the greatest confidence (e.g., 4-point, 20-point, and 100-point scales). The assumption seems to be that the range of the scale has little bearing on the confidence-accuracy relationship. In two old/new recognition experiments, we directly investigated this assumption using word lists (Experiment 1) and faces (Experiment 2) by employing 4-, 5-, 20-, and 100-point scales. Using confidence-accuracy characteristic (CAC) plots, we asked whether confidence ratings would yield similar CAC plots, indicating comparability in use of the scales. For the comparisons, we divided 100-point and 20-point scales into bins of either four or five and asked, for example, whether confidence ratings of 4, 16-20, and 76-100 would yield similar values. The results show that, for both types of material, the different scales yield similar CAC plots. Notably, when subjects express high confidence, regardless of which scale they use, they are likely to be very accurate (even though they studied 100 words and 50 faces in each list in 2 experiments). The scales seem convertible from one to the other, and choice of scale range probably does not affect research into the relationship between confidence and accuracy. High confidence indicates high accuracy in recognition in the present experiments.

  2. “She’s a dog at the end of the day”: Guide dog owners’ perspectives on the behaviour of their guide dog

    PubMed Central

    Craigon, Peter J.; Hobson- West, Pru; England, Gary C. W.; Whelan, Chantelle; Lethbridge, Emma; Asher, Lucy

    2017-01-01

    A guide dog is a domestic dog (Canis familiaris) that is specifically educated to provide mobility support to a blind or visually impaired owner. Current dog suitability assessments focus on behavioural traits, including: trainability, reactivity or attention to environmental stimuli, low aggressiveness, fearfulness and stress behaviour, energy levels, and attachment behaviour. The aim of this study was to find out which aspects of guide dog behaviour are of key importance to guide dog owners themselves. Sixty-three semi-structured interview surveys were carried out with guide dog owners. Topics included the behaviour of their guide dog both within and outside their working role, and also focused on examples of behaviour which might be considered outside a guide dog owner’s typical expectations. Both positive and negative examples and situations were covered. This allowed for the discovery of new perspectives and emerging themes on living and working with a guide dog. Thematic analysis of the results reveals that a dog’s safe behaviour in the face of traffic was the most important positive aspect of a guide dog’s behaviour and pulling or high tension on the lead and /or harness was the most discussed negative aspect. Other aspects of guide dog behaviour were highlighted as particularly pleasing or disappointing by owners including attentiveness to the task, work, environment and owner; confidence in work and decision making (with confident dogs resulting in confident owners) obedience and control; calmness and locating objectives. The results reveal important areas of behaviour that are not currently considered priorities in guide dog assessments; these key areas were consistency of behaviour, the dog’s maturity and the dog’s behaviour in relation to children. The survey revealed a large range in what owners considered problematic or pleasing behaviours and this highlights the heterogeneity in guide dog owners and the potential multifarious roles of the

  3. The STRIDE (Strategies to Increase confidence, InDependence and Energy) study: cognitive behavioural therapy-based intervention to reduce fear of falling in older fallers living in the community - study protocol for a randomised controlled trial.

    PubMed

    Parry, Steve W; Deary, Vincent; Finch, Tracy; Bamford, Claire; Sabin, Neil; McMeekin, Peter; O'Brien, John; Caldwell, Alma; Steen, Nick; Whitney, Susan L; Macdonald, Claire; McColl, Elaine

    2014-06-06

    Around 30% to 62% of older individuals fall each year, with adverse consequences of falls being by no means limited to physical injury and escalating levels of dependence. Many older individuals suffer from a variety of adverse psychosocial difficulties related to falling including fear, anxiety, loss of confidence and subsequent increasing activity avoidance, social isolation and frailty. Such 'fear of falling' is common and disabling, but definitive studies examining the effective management of the syndrome are lacking. Cognitive behavioural therapy has been trialed with some success in a group setting, but there is no adequately powered randomised controlled study of an individually based cognitive behavioural therapy intervention, and none using non-mental health professionals to deliver the intervention. We are conducting a two-phase study examining the role of individual cognitive behavioural therapy delivered by healthcare assistants in improving fear of falling in older adults. In Phase I, the intervention was developed and taught to healthcare assistants, while Phase II is the pragmatic randomised controlled study examining the efficacy of the intervention in improving fear of falling in community-dwelling elders attending falls services. A qualitative process evaluation study informed by Normalization Process Theory is being conducted throughout to examine the potential promoters and inhibitors of introducing such an intervention into routine clinical practice, while a health economic sub-study running alongside the trial is examining the costs and benefits of such an approach to the wider health economy. Current Controlled Trials ISRCTN78396615.

  4. Learning from research on the information behaviour of healthcare professionals: a review of the literature 2004-2008 with a focus on emotion.

    PubMed

    Fourie, Ina

    2009-09-01

    A review, focusing on emotion, was conducted of reported studies on the information behaviour of healthcare professionals (2004-2008). Findings were intended to offer guidelines on information services and information literacy training, to note gaps in research and to raise research interest. Databases were searched for literature published from January 2004 to December 2008 and indexed on eric, Library and Information Science Abstracts, medline, PsycINFO, Social Services Abstracts, Sociological Abstracts, Health Source: Nursing/Academic Edition; Library, Information Science & Technology Abstracts; Psychology and Behavioral Sciences Collection; Social Work Abstracts; SocINDEX with Full Text; SPORTDiscus; cinhal; and the ISI Web of Knowledge databases. Key journals were manually scanned and citations followed. Literature was included if reporting on issues concerning emotion. Emotion in information behaviour in healthcare contexts is scantily addressed. This review, however, offers some insight into the difficulty in identifying and expressing information needs; sense making and the need to fill knowledge gaps; uncertainty; personality and coping skills; motivation to seeking information; emotional experiences during information seeking; self-confidence and attitude; emotional factors in the selection of information channels; and seeking information for psychological or emotional reasons. Suggestions following findings, address information literacy programs, information services and research gaps.

  5. Decoded fMRI neurofeedback can induce bidirectional confidence changes within single participants.

    PubMed

    Cortese, Aurelio; Amano, Kaoru; Koizumi, Ai; Lau, Hakwan; Kawato, Mitsuo

    2017-04-01

    Neurofeedback studies using real-time functional magnetic resonance imaging (rt-fMRI) have recently incorporated the multi-voxel pattern decoding approach, allowing for fMRI to serve as a tool to manipulate fine-grained neural activity embedded in voxel patterns. Because of its tremendous potential for clinical applications, certain questions regarding decoded neurofeedback (DecNef) must be addressed. Specifically, can the same participants learn to induce neural patterns in opposite directions in different sessions? If so, how does previous learning affect subsequent induction effectiveness? These questions are critical because neurofeedback effects can last for months, but the short- to mid-term dynamics of such effects are unknown. Here we employed a within-subjects design, where participants underwent two DecNef training sessions to induce behavioural changes of opposing directionality (up or down regulation of perceptual confidence in a visual discrimination task), with the order of training counterbalanced across participants. Behavioral results indicated that the manipulation was strongly influenced by the order and the directionality of neurofeedback training. We applied nonlinear mathematical modeling to parametrize four main consequences of DecNef: main effect of change in confidence, strength of down-regulation of confidence relative to up-regulation, maintenance of learning effects, and anterograde learning interference. Modeling results revealed that DecNef successfully induced bidirectional confidence changes in different sessions within single participants. Furthermore, the effect of up- compared to down-regulation was more prominent, and confidence changes (regardless of the direction) were largely preserved even after a week-long interval. Lastly, the effect of the second session was markedly diminished as compared to the effect of the first session, indicating strong anterograde learning interference. These results are interpreted in the framework

  6. Systematic review of sedentary behaviour and health indicators in school-aged children and youth: an update.

    PubMed

    Carson, Valerie; Hunter, Stephen; Kuzik, Nicholas; Gray, Casey E; Poitras, Veronica J; Chaput, Jean-Philippe; Saunders, Travis J; Katzmarzyk, Peter T; Okely, Anthony D; Connor Gorber, Sarah; Kho, Michelle E; Sampson, Margaret; Lee, Helena; Tremblay, Mark S

    2016-06-01

    This systematic review is an update examining the relationships between objectively and subjectively measured sedentary behaviour and health indicators in children and youth aged 5-17 years. EMBASE, PsycINFO, and Medline were searched in December 2014, and date limits were imposed (≥February 2010). Included studies were peer-reviewed and met the a priori-determined population (apparently healthy children and youth, mean age: 5-17 years), intervention (durations, patterns, and types of sedentary behaviours), comparator (various durations, patterns, and types of sedentary behaviours), and outcome (critical: body composition, metabolic syndrome/cardiovascular disease risk factors, behavioural conduct/pro-social behaviour, academic achievement; important: fitness, self-esteem) study criteria. Quality of evidence by outcome was assessed using the Grading of Recommendations Assessment, Development, and Evaluation framework. Due to heterogeneity, a narrative analysis was conducted. A total of 235 studies (194 unique samples) were included representing 1 657 064 unique participants from 71 different countries. Higher durations/frequencies of screen time and television (TV) viewing were associated with unfavourable body composition. Higher duration/frequency of TV viewing was also associated with higher clustered cardiometabolic risk scores. Higher durations of TV viewing and video game use were associated with unfavourable behavioural conduct/pro-social behaviour. Higher durations of reading and doing homework were associated with higher academic achievement. Higher duration of screen time was associated with lower fitness. Higher durations of screen time and computer use were associated with lower self-esteem. Evidence ranged from "very low" to "moderate" quality. Higher quality studies using reliable and valid sedentary behaviour measures should confirm this largely observational evidence.

  7. Simulation experience enhances physical therapist student confidence in managing a patient in the critical care environment.

    PubMed

    Ohtake, Patricia J; Lazarus, Marcilene; Schillo, Rebecca; Rosen, Michael

    2013-02-01

    Rehabilitation of patients in critical care environments improves functional outcomes. This finding has led to increased implementation of intensive care unit (ICU) rehabilitation programs, including early mobility, and an associated increased demand for physical therapists practicing in ICUs. Unfortunately, many physical therapists report being inadequately prepared to work in this high-risk environment. Simulation provides focused, deliberate practice in safe, controlled learning environments and may be a method to initiate academic preparation of physical therapists for ICU practice. The purpose of this study was to examine the effect of participation in simulation-based management of a patient with critical illness in an ICU setting on levels of confidence and satisfaction in physical therapist students. A one-group, pretest-posttest, quasi-experimental design was used. Physical therapist students (N=43) participated in a critical care simulation experience requiring technical (assessing bed mobility and pulmonary status), behavioral (patient and interprofessional communication), and cognitive (recognizing a patient status change and initiating appropriate responses) skill performance. Student confidence and satisfaction were surveyed before and after the simulation experience. Students' confidence in their technical, behavioral, and cognitive skill performance increased from "somewhat confident" to "confident" following the critical care simulation experience. Student satisfaction was highly positive, with strong agreement the simulation experience was valuable, reinforced course content, and was a useful educational tool. Limitations of the study were the small sample from one university and a control group was not included. Incorporating a simulated, interprofessional critical care experience into a required clinical course improved physical therapist student confidence in technical, behavioral, and cognitive performance measures and was associated with high

  8. Impact of online education on intern behaviour around joint commission national patient safety goals: a randomised trial.

    PubMed

    Shaw, Tim J; Pernar, Luise I; Peyre, Sarah E; Helfrick, John F; Vogelgesang, Kaitlin R; Graydon-Baker, Erin; Chretien, Yves; Brown, Elizabeth J; Nicholson, James C; Heit, Jeremy J; Co, John Patrick T; Gandhi, Tejal

    2012-10-01

    To compare the effectiveness of two types of online learning methodologies for improving the patient-safety behaviours mandated in the Joint Commission National Patient Safety Goals (NPSG). This randomised controlled trial was conducted in 2010 at Massachusetts General Hospital and Brigham and Women's Hospital (BWH) in Boston USA. Incoming interns were randomised to either receive an online Spaced Education (SE) programme consisting of cases and questions that reinforce over time, or a programme consisting of an online slide show followed by a quiz (SQ). The outcome measures included NPSG-knowledge improvement, NPSG-compliant behaviours in a simulation scenario, self-reported confidence in safety and quality, programme acceptability and programme relevance. Both online learning programmes improved knowledge retention. On four out of seven survey items measuring satisfaction and self-reported confidence, the proportion of SE interns responding positively was significantly higher (p<0.05) than the fraction of SQ interns. SE interns demonstrated a mean 4.79 (36.6%) NPSG-compliant behaviours (out of 13 total), while SQ interns completed a mean 4.17 (32.0%) (p=0.09). Among those in surgical fields, SE interns demonstrated a mean 5.67 (43.6%) NPSG-compliant behaviours, while SQ interns completed a mean 2.33 (17.9%) (p=0.015). Focus group data indicates that SE was more contextually relevant than SQ, and significantly more engaging. While both online methodologies improved knowledge surrounding the NPSG, SE was more contextually relevant to trainees and was engaging. SE impacted more significantly on both self-reported confidence and the behaviour of surgical residents in a simulated scenario.

  9. Talking about cancer with confidence: evaluation of cancer awareness training for community-based health workers.

    PubMed

    Grimmett, Chloe; Macherianakis, Alexis; Rendell, Helen; George, Helen; Kaplan, Gwen; Kilgour, Gillian; Power, Emily

    2014-09-01

    To examine the impact of cancer awareness training for community-based health workers on confidence to talk about cancer, and knowledge of cancer risk factors and signs and symptoms. Community-based health workers from Sandwell, Birmingham and Solihull were invited to take part in one of 14 one-day training workshops. Trainees completed questionnaires at the beginning of the workshop and were followed up one month later. Confidence in talking about cancer was examined. Knowledge of cancer risk factors and signs and symptoms was assessed. Trainees were asked to rate the usefulness of the workshop, whether they would recommend it to others and whether they had put what they had learnt into practice. A total of 187 community-based health workers took part in the workshops, and 167 (89%) completed the one-month follow-up. Considerable improvements were observed in confidence to discuss cancer. For example, the proportion of participants reporting feeling 'very confident'/'fairly confident' in discussing signs and symptoms of cancer increased from 32% to 96% (p < .001). Substantial improvements in trainees' knowledge were also observed, with 79% of participants correctly identifying 10 out of 11 known risk factors for cancer at one month compared with 21% before training (p < .001). Average (unprompted) recall of cancer signs and symptoms also increased from 2.3 (± 1.6) to 2.7 (± 1.5), (p = .02). Most trainees (83%) rated the workshop as 'very useful', and 89% said they would 'definitely' recommend the workshop. The cancer awareness training was reviewed positively by community-based health workers and led to improvements in confidence to talk about cancer, and knowledge of risk factors and warning signs of cancer. It is hoped that raising awareness among this group will help them to communicate and drive behaviour change in the at-risk populations with whom they work. © Royal Society for Public Health 2014.

  10. Entrepreneurship Education: How Psychological, Demographic and Behavioural Factors Predict the Entrepreneurial Intention

    ERIC Educational Resources Information Center

    Marques, Carla S.; Ferreira, Joao J.; Gomes, Daniela N.; Rodrigues, Ricardo Gouveia

    2012-01-01

    Purpose: Based on the Theory of Planned Behaviour (TPB), the purpose of this paper is to approach entrepreneurial intention (EI) and the factors preceding the founding of EI among secondary students, both studying general academic and specific professional programs, and thereby establish causal relationships between psychological, demographic and…

  11. Confidence in critical care nursing.

    PubMed

    Evans, Jeanne; Bell, Jennifer L; Sweeney, Annemarie E; Morgan, Jennifer I; Kelly, Helen M

    2010-10-01

    The purpose of the study was to gain an understanding of the nursing phenomenon, confidence, from the experience of nurses in the nursing subculture of critical care. Leininger's theory of cultural care diversity and universality guided this qualitative descriptive study. Questions derived from the sunrise model were used to elicit nurses' perspectives about cultural and social structures that exist within the critical care nursing subculture and the influence that these factors have on confidence. Twenty-eight critical care nurses from a large Canadian healthcare organization participated in semistructured interviews about confidence. Five themes arose from the descriptions provided by the participants. The three themes, tenuously navigating initiation rituals, deliberately developing holistic supportive relationships, and assimilating clinical decision-making rules were identified as social and cultural factors related to confidence. The remaining two themes, preserving a sense of security despite barriers and accommodating to diverse challenges, were identified as environmental factors related to confidence. Practice and research implications within the culture of critical care nursing are discussed in relation to each of the themes.

  12. Effects of a Short Teacher Training Programme on the Management of Children's Sexual Behaviours: A Pilot Study

    ERIC Educational Resources Information Center

    Charnaud, Jean-Paul; Turner, William

    2015-01-01

    This small-scale quasi-experimental study set out to examine the effects of a brief training programme aiming to develop primary school teachers' knowledge, attitudes and confidence in recognising and responding to children who display sexual behaviours. Data on prevalence of sexual behaviours observed by teachers in the study, their level of…

  13. Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis.

    PubMed

    Watson, Amanda; Timperio, Anna; Brown, Helen; Best, Keren; Hesketh, Kylie D

    2017-08-25

    Physical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children's physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration. A systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed. Thirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However

  14. A model for developing disability confidence.

    PubMed

    Lindsay, Sally; Cancelliere, Sara

    2017-05-15

    Many clinicians, educators, and employers lack disability confidence which can affect their interactions with, and inclusion of people with disabilities. Our objective was to explore how disability confidence developed among youth who volunteered with children who have a disability. We conducted 30 in-depth interviews (16 without a disability, 14 with disabilities), with youth aged 15-25. We analyzed our data using an interpretive, qualitative, thematic approach. We identified four main themes that led to the progression of disability confidence including: (1) "disability discomfort," referring to lacking knowledge about disability and experiencing unease around people with disabilities; (2) "reaching beyond comfort zone" where participants increased their understanding of disability and became sensitized to difference; (3) "broadened perspectives" where youth gained exposure to people with disabilities and challenged common misperceptions and stereotypes; and (4) "disability confidence" which includes having knowledge of people with disabilities, inclusive, and positive attitudes towards them. Volunteering is one way that can help to develop disability confidence. Youth with and without disabilities both reported a similar process of developing disability confidence; however, there were nuances between the two groups. Implications for Rehabilitation The development of disability confidence is important for enhancing the social inclusion of people with disabilities. Volunteering with people who have a disability, or a disability different from their own, can help to develop disability confidence which involves positive attitudes, empathy, and appropriate communication skills. Clinicians, educators, and employers should consider promoting working with disabled people through such avenues as volunteering or service learning to gain disability confidence.

  15. Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

    PubMed

    Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-12-01

    Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

  16. Does low self-esteem predict health compromising behaviours among adolescents?

    PubMed

    Mcgee, R; Williams, S

    2000-10-01

    It is often believed that low self-esteem is associated with such health-compromising behaviours in adolescence as substance use, early sexual activity, eating problems and suicidal ideation. Surprisingly, there is little longitudinal research addressing this issue. This longitudinal study examines the predictive association between both global and academic self-esteem from ages 9 to 13 years, and a variety of health compromising behaviours at age 15, in a large sample of young New Zealanders. Levels of global self-esteem significantly predicted adolescent report of problem eating, suicidal ideation, and multiple health compromising behaviours. Earlier levels of self-esteem were unrelated to later substance use and early sexual activity. The findings are discussed in terms of their implications for efforts to raise self-esteem among young people. Copyright 2000 The Association for Professionals in Services for Adolescents.

  17. Knowledge and confidence of Australian emergency department clinicians in managing patients with mental health-related presentations: findings from a national qualitative study

    PubMed Central

    2013-01-01

    Background Mental health related presentations are common in Australian Emergency Departments (EDs). We sought to better understand ED staff knowledge and levels of confidence in treating people with mental health related problems using qualitative methods. Methods This was a qualitative learning needs analysis of Australian emergency doctors and nurses regarding the assessment and management of mental health presentations. Participants were selected for semi-structured telephone interview using criterion-based sampling. Recruitment was via the Australasian College for Emergency Medicine and College of Emergency Nursing Australasia membership databases. Interviews were audio-recorded and transcribed verbatim. Thematic framework analysis was used to identify perceived knowledge gaps and levels of confidence among participants in assessing and managing patients attending EDs with mental health presentations. Results Thirty-six staff comprising 20 doctors and 16 nurses consented to participate. Data saturation was achieved for four major areas where knowledge gaps were reported. These were: assessment (risk assessment and assessment of mental status), management (psychotherapeutic skills, ongoing management, medication management and behaviour management), training (curriculum and rotations), and application of mental health legislation. Participants’ confidence in assessing mental health patients was affected by environmental, staff, and patient related factors. Clinicians were keen to learn more about evidence based practice to provide better care for this patient group. Areas where clinicians felt the least confident were in the effective assessment and management of high risk behaviours, providing continuity of care, managing people with dual diagnosis, prescribing and effectively managing medications, assessing and managing child and adolescent mental health, and balancing the caseload in ED. Conclusion Participants were most concerned about knowledge gaps in

  18. Is age of menarche among school girls related to academic performance?

    PubMed

    Al-Mathkoori, Radhia; Nur, Ula; Al-Taiar, Abdullah

    2017-06-17

    Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students' academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18-12.49] years. There was no evidence for significant association between age of menarche and students' academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

  19. An online academic writing and publishing skills course: Help Syrians find their voice

    PubMed Central

    Sabouni, Ammar; Chaar, Abdelkader; Bdaiwi, Yamama; Masrani, Abdulrahman; Abolaban, Heba; Alahdab, Fares; Firwana, Belal; Al-Moujahed, Ahmad

    2017-01-01

    Purpose: A group of Arab-American physicians and researchers in the United States organized a blended online course in academic writing and publishing in medicine targeting medical students and physicians in war-torn Syria. This was an effort to address one of the reasons behind the poor quantity and quality of scientific research papers in Syria and the Arab region. In this paper, we report on the design, conduct, and outcome of this course and attempt to evaluate its effectiveness. Methods: The educational intervention was a 2-month blended online course. We administered a questionnaire to assess satisfaction and self-reported improvement in knowledge, confidence, and skills of academic writing and publishing. Results: The course succeeded in reaching more than 2588 physicians and medical students from the region; 159 of them completed most of the course. Eighty-three percent of the participants felt that they were confident enough to write an academic paper after the course and 95% felt the learning objectives were achieved with an average student satisfaction of 8.4 out of 10. Conclusion: Physicians in Syria and neighboring countries are in need of training to become an active part of the global scientific community and to document and communicate the crisis their countries are going through from a medical perspective. Low-cost online educational initiatives help respond, at least partially, to those needs. PMID:28791242

  20. Supporting the Inclusion of a Student with Asperger Syndrome: A Case Study Using Conjoint Behavioural Consultation and Self-Management

    ERIC Educational Resources Information Center

    Wilkinson, Lee A.

    2005-01-01

    Conjoint behavioural consultation (CBC) is an indirect form of service delivery that combines the resources of home and school to meet the academic, social and behavioural needs of children. The purpose of this paper is to demonstrate the utility of CBC as a service delivery model for supporting the inclusion of a student with Asperger syndrome in…

  1. Do sexual risk behaviour, risk perception and testing behaviour differ across generations of migrants?

    PubMed

    Kramer, Merlijn A; van Veen, Maaike G; Op de Coul, Eline L M; Coutinho, Roel A; Prins, Maria

    2014-02-01

    Behaviour and related health outcomes of migrants have been suggested to shift towards the practices of the indigenous population of the host country. To investigate this, we studied generational differences in sexual behaviour between first- and second-generation migrants (FGMs and SGMs) in The Netherlands. In 2003-05, persons aged 16-70 years with origins in Surinam, the Antilles and Aruba were interviewed on their sexual behaviour in The Netherlands and their country of origin. The relationship of generation, age at migration and sexual behaviour was studied by multinomial logistic regression analyses. Generational differences were observed regarding concurrent partnerships, anal sex and history of sexually transmitted infection. Compared with FGMs who migrated at an age >25 years, those who migrated between 10 and 25 years of age were more likely to report concurrency [odds ratio (OR): 1.52, 95% confidence interval (CI): 1.14-2.04], whereas SGMs were less likely to report concurrency (OR: 0.65, 95% CI: 0.43-0.98). FGMs who migrated before the age of 10 were more likely to have had anal sex (OR: 1.90, 95% CI: 1.34-2.71) or a sexually transmitted infection diagnosis (OR: 1.80, 95% CI: 1.20-2.71) than those who had migrated at >25 years of age. Our study shows that not only SGMs but also FGMs who migrated at an early age tend to differ from the sexual patterns of FGMs who migrated at an older age. Generational differences in sexual behaviour could be explained by acculturation and increased identity with the values of the host country.

  2. The effect of telephone-based cognitive-behavioural therapy on parenting stress: A randomised controlled trial.

    PubMed

    Ngai, Fei Wan; Wong, Paul Wai-Ching; Chung, Ka Fai; Leung, Kwok Yin

    2016-07-01

    Objective Stress related to parenting has detrimental effects on the well-being of children, parents and the family system as a whole. There are limited studies about the efficacy of cognitive-behavioural therapy delivered by telephone in reducing parenting stress. The present study investigates the effect of telephone-based cognitive-behavioural therapy on parenting stress at six weeks and six months postpartum. This is a multi-site randomised controlled trial. A total of 397 Chinese mothers at risk of postnatal depression were randomly assigned to receive either telephone-based cognitive-behavioural therapy or routine postpartum care. Parental stress was assessed by the Parenting Stress Index Short Form at six weeks and six months postpartum. The findings revealed that mothers who had received telephone-based cognitive-behavioural therapy showed significantly lower levels of parenting stress than women only receiving routine postpartum care at six weeks (mean difference=9.42, 95% confidence interval 5.85-12.99, p<0.001, Cohen's d=0.52) and six months postpartum (mean difference=3.58, 95% confidence interval 0.07-7.09, p=0.046, Cohen's d=0.20). Telephone-based cognitive-behavioural therapy is a promising treatment modality for supporting parenting and reducing stress during the transition period. Integration of telephone-based cognitive-behavioural therapy into routine postpartum care might facilitate positive adaptation in particular for mothers at risk of postnatal depression. Copyright © 2016. Published by Elsevier Inc.

  3. Academic Procrastination in Mathematics: Causes, Dangers and Implications of Counselling for Effective Learning

    ERIC Educational Resources Information Center

    Asikhia, Olubusayo A.

    2010-01-01

    This paper focused on causes and dangers of academic procrastination (a behavioural problem that involves delaying a task which needs to be accomplished) in mathematics and the need for counseling students who are procrastinators especially of mathematics. Thus, in order to have a comprehensive understanding of the topic, the meaning, causes and…

  4. Studying the Impact of Academic Mobility on Intercultural Competence: A Mixed-Methods Perspective

    ERIC Educational Resources Information Center

    Cots, Josep M.; Aguilar, Marta; Mas-Alcolea, Sònia; Llanes, Àngels

    2016-01-01

    This paper contributes to the study of the impact of academic mobility on the development of students' intercultural competence (IC). Following Byram, IC is seen as comprising the three components of knowledge, behaviour and attitude. The study adopts a mixed-methods approach, analysing the results of a quantitative pre-stay post-stay survey…

  5. The college journey and academic engagement: how metaphor use enhances identity-based motivation.

    PubMed

    Landau, Mark J; Oyserman, Daphna; Keefer, Lucas A; Smith, George C

    2014-05-01

    People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).

  6. Problem behaviour and traumatic dental injuries in adolescents.

    PubMed

    Ramchandani, Damini; Marcenes, Wagner; Stansfeld, Stephen A; Bernabé, Eduardo

    2016-02-01

    To explore the relationship between problem behaviour and traumatic dental injuries (TDI) among 15- to 16-year-old schoolchildren from East London. This cross-sectional study used data from 794 adolescents who participated in phase III of the Research with East London Adolescents Community Health Survey (RELACHS), a school-based prospective study of a representative sample of adolescents. Participants completed a questionnaire and were clinically examined for TDI, overjet and lip coverage. The Strength and Difficulties Questionnaire (SDQ) was used to assess problem behaviour, which provided a total score and five domain scores (emotional symptoms, conduct problems, hyperactivity, peer problems and pro-social behaviour). The association between problem behaviour and TDI was assessed in unadjusted and adjusted logistic regression models. Adjusted models controlled for demographic (sex, age and ethnicity), socio-economic (parental employment) and clinical factors (overjet and lip coverage). The prevalence of TDI was 17% and the prevalence of problem behaviour, according to the SDQ, was 10%. In the adjusted model, adolescents with problem behaviour were 1.87 (95% confidence interval: 1.03-3.37) times more likely to have TDI than those without problem behaviour. In subsequent analysis by SDQ domains, it was found that only peer problems were associated with TDI (OR = 1.78, 95% CI: 1.01-3.14), even after adjustment for confounders. This study found evidence for a relationship between problem behaviour and TDI among adolescents, which was mainly due to peer relationship problems. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  7. Inviting Confidence in School: Invitations as a Critical Source of the Academic Self-Efficacy Beliefs of Entering Middle School Students

    ERIC Educational Resources Information Center

    Usher, Ellen L.; Pajares, Frank

    2006-01-01

    The purpose of this study was to examine whether constructs drawn from invitational theory serve as additional sources of self-efficacy beliefs of students in Grade 6 (N = 468). The hypothesized sources and the invitational constructs each correlated with academic self-efficacy. Invitations, mastery experience, and physiological state predicted…

  8. Self-confidence in and perceived utility of the physical examination: a comparison of medical students, residents, and faculty internists.

    PubMed

    Wu, Edward H; Fagan, Mark J; Reinert, Steven E; Diaz, Joseph A

    2007-12-01

    Little is known about the differences in attitudes of medical students, Internal Medicine residents, and faculty Internists toward the physical examination. We sought to investigate these groups' self-confidence in and perceived utility of physical examination skills. Cross-sectional survey of third- and fourth-year medical students, Internal Medicine residents, and faculty Internists at an academic teaching hospital. Using a 5-point Likert-type scale, respondents indicated their self-confidence in overall physical examination skill, as well as their ability to perform 14 individual skills, and how useful they felt the overall physical examination, and each skill, to be for yielding clinically important information. The response rate was 80% (302/376). The skills with overall mean self-confidence ratings less than "neutral" were interpreting a diastolic murmur (2.9), detecting a thyroid nodule (2.8), and the nondilated fundoscopic examination using an ophthalmoscope to assess retinal vasculature (2.5). No skills had a mean utility rating less than neutral. The skills with the greatest numerical differences between mean self-confidence and perceived utility were distinguishing between a mole and melanoma (1.5), detecting a thyroid nodule (1.4), and interpreting a diastolic murmur (1.3). Regarding overall self-confidence, third-year students' ratings (3.3) were similar to those of first-year residents (3.4; p = .95) but less than those of fourth-year students (3.8; p = .002), upper-level residents (3.7; p = .01), and faculty Internists (3.9; p < .001). Self-confidence in the physical exam does not necessarily increase at each stage of training. The differences found between self-confidence and perceived utility for a number of skills suggest important areas for educational interventions.

  9. [Sources of leader's confidence in organizations].

    PubMed

    Ikeda, Hiroshi; Furukawa, Hisataka

    2006-04-01

    The purpose of this study was to examine the sources of confidence that organization leaders had. As potential sources of the confidence, we focused on fulfillment of expectations made by self and others, reflection on good as well as bad job experiences, and awareness of job experiences in terms of commonality, differentiation, and multiple viewpoints. A questionnaire was administered to 170 managers of Japanese companies. Results were as follows: First, confidence in leaders was more strongly related to fulfillment of expectations made by self and others than reflection on and awareness of job experiences. Second, the confidence was weakly related to internal processing of job experiences, in the form of commonality awareness and reflection on good job experiences. And finally, years of managerial experiences had almost no relation to the confidence. These findings suggested that confidence in leaders was directly acquired from fulfillment of expectations made by self and others, rather than indirectly through internal processing of job experiences. Implications of the findings for leadership training were also discussed.

  10. Academic Entitlement and Academic Performance in Graduating Pharmacy Students

    PubMed Central

    Barclay, Sean M.; Stolte, Scott K.

    2014-01-01

    Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled. Methods. Graduating students at a private health sciences institution were asked to complete an electronic survey instrument that included demographic data, academic performance, and 2 validated academic entitlement instruments. Results. One hundred forty-one of 243 students completed the survey instrument. Fourteen (10%) students scored greater than the median total points possible on 1 or both of the academic entitlement instruments and were categorized as more academically entitled. Less academically entitled students required fewer reassessments and less remediation than more academically entitled students. The highest scoring academic entitlement items related to student perception of what professors should do for them. Conclusion. Graduating pharmacy students with lower levels of academic entitlement were more academically successful than more academically entitled students. Moving from an expert opinion approach to evidence-based decision-making in the area of academic entitlement will allow pharmacy educators to identify interventions that will decrease academic entitlement and increase academic success in pharmacy students. PMID:25147388

  11. Confidence-Building Measures in Philippine Security.

    DTIC Science & Technology

    1998-05-01

    service or government agency. STRATEGY RESEARCH PROJECT i CONFIDENCE-BUILDING MEASURES IN PHILIPPINE SECURITY BY LIEUTENANT COLONEL RAMON G...WAR COLLEGE, CARLISLE BARRACKS, PA 17013-5050 rimo*’^»®*raBl USAWC STRATEGY RESEARCH PROJECT CONFIDENCE-BUILDING MEASURES IN PHILIPPINE...Colonel Ramon Santos, Philippine Army TITLE: Confidence-Building Measures in Philippine Security FORMAT: Strategy Research Project DATE: 1

  12. Understanding academic clinicians' intent to treat pediatric obesity.

    PubMed

    Frankfurter, Claudia; Cunningham, Charles; Morrison, Katherine M; Rimas, Heather; Bailey, Karen

    2017-02-08

    To examine the extent to which the theory of planned behavior (TPB) predicts academic clinicians' intent to treat pediatric obesity. A multi-disciplinary panel iteratively devised a Likert scale survey based on the constructs of the TPB applied to a set of pediatric obesity themes. A cross-sectional electronic survey was then administered to academic clinicians at tertiary care centers across Canada from January to April 2012. Descriptive statistics were used to summarize demographic and item agreement data. A hierarchical linear regression analysis controlling for demographic variables was conducted to examine the extent to which the TPB subscales predicted intent to treat pediatric obesity. A total of 198 physicians, surgeons, and allied health professionals across Canada (British Columbia, Alberta, Manitoba, Saskatchewan, Nova Scotia, Ontario and Quebec) completed the survey. On step 1, demographic factors accounted for 7.4% of the variance in intent scores. Together in step 2, demographic variables and TPB subscales predicted 56.9% of the variance in a measure of the intent to treat pediatric obesity. Perceived behavioral control, that is, confidence in one's ability to manage pediatric obesity, and subjective norms, congruent with one's context of practice, were the most significant predictors of the intent to treat pediatric obesity. Attitudes and barriers did not predict the intent to treat pediatric obesity in this context. Enhancing self-confidence in the ability to treat pediatric obesity and the existence of supportive treatment environments are important to increase clinician's intent to treat pediatric obesity.

  13. Students' Achievements in a Statistics Course in Relation to Motivational Aspects and Study Behaviour

    ERIC Educational Resources Information Center

    Bude, Luc; Van De Wiel, Margaretha W. J.; Imbos, Tjaart; Candel, Math J. J. M.; Broers, Nick J.; Berger, Martijn P. F.

    2007-01-01

    The present study focuses on motivational constructs and their effect on students' academic achievement within an existing statistics course. First-year Health Sciences students completed a questionnaire that measures several motivational constructs: dimensions of causal attributions, outcome expectancy, affect, and study behaviour, all with…

  14. The Impact of Teacher Factors on Achievement and Behavioural Outcomes of Children with Attention Deficit/Hyperactivity Disorder (ADHD): A Review of the Literature

    ERIC Educational Resources Information Center

    Sherman, Jody; Rasmussen, Carmen; Baydala, Lola

    2008-01-01

    Background: Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder known to be associated with behavioural and academic difficulties. Several treatment options are available for children with ADHD, such as medication and behavioural therapy. Although researchers have examined the efficacy of these approaches, much less is understood…

  15. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  16. Alcohol and tobacco use and cognitive-motivational variables in school settings: effects on academic performance in Spanish adolescents.

    PubMed

    Inglés, Cándido J; Torregrosa, María S; Rodríguez-Marín, Jesús; García del Castillo, José A; Gázquez, José J; García-Fernández, José M; Delgado, Beatriz

    2013-01-01

    The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

  17. Systematic Review and Meta-Analysis of the "Skills for Social and Academic Success" ("SASS") Program

    ERIC Educational Resources Information Center

    Mychailyszyn, Matthew P.

    2017-01-01

    The purpose of this systematic review and meta-analysis was to synthesize the available research on the "Skills for Social and Academic Success" ("SASS") program, a school-based cognitive/behavioural intervention for adolescents with social anxiety disorder. A search of online databases, combined with reference list examination…

  18. Improved Academic Performance and Enhanced Employability? The Potential Double Benefit of Proactivity for Business Graduates

    ERIC Educational Resources Information Center

    Tymon, Alex; Batistic, Sasa

    2016-01-01

    This study contributes to proactivity theory and debate on how universities meet competing stakeholder demands in an increasingly marketized higher education environment. We explore how the interplay between the stable facet of proactive personality and the situated behaviour of personal initiative influence academic performance. We hypothesized…

  19. Preresidency Publication Number Does Not Predict Academic Career Placement in Neurosurgery.

    PubMed

    Daniels, Marcus; Garzon-Muvdi, Tomas; Maxwell, Russell; Tamargo, Rafael J; Huang, Judy; Witham, Tim; Bettegowda, Chetan; Chaichana, Kaisorn L

    2017-05-01

    It is unclear if preresidency and/or residency research work impacts academic neurosurgery placement post residency. The goal of this study is to evaluate the impact that preresidency and residency research publication has on attaining academic faculty positions. Alumni information was collected from 65 of the 108 (60%) neurosurgery residency websites. Graduates from these programs between 2005 and 2015 (n = 949) were analyzed to determine factors associated with an academic career. Information on publications, citations, and H-index were obtained from Web of Science. Current position was designated as academic if the physician had a teaching position at a university hospital and private if the physician was not affiliated with a university hospital. Univariate and multivariate logistic regression models were used to identify factors associated with academic faculty positions post residency. Of the 949 physicians included in the analysis, 339 (36%) were in academic positions, 518 (55%) in private practice, and 92 (10%) were still in training. More than a fifth (212, or 22%) of physicians performed a research fellowship (8.2%) or attained a Ph.D. (14.1%) during medical school. Among those who had completed training, an academic career was associated with having 2 or more publications during residency (odds ratio [OR] [95% confidence interval, CI]: 3.87 [1.59-9.45]; P < 0.003), H-index ≥ 2 during residency (OR [95% CI]: 2.32 [1.40-1.69]; P < 0.0001) and having devoted research time before residency (OR [95% CI]: 1.56 [1.10-2.22]; P < 0.012). Notably, publications before residency were not an independent indicator of academic placement. These findings may help guide residency programs to identify and/or cultivate neurosurgeons to become academic neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. Emotional Intelligence and Academic Attainment of British Secondary School Children: A Cross-Sectional Survey

    ERIC Educational Resources Information Center

    Vidal Rodeiro, Carmen L.; Emery, Joanne L.; Bell, John F.

    2012-01-01

    Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students' academic success and it…

  1. Gender Attributions of Science and Academic Attributes: AN Examination of Undergraduate Science, Mathematics, and Technology Majors

    NASA Astrophysics Data System (ADS)

    Hughes, W. Jay

    Questionnaire data (n = 297) examined the relationship between gender attributions of science and academic attributes for undergraduate science, mathematics, and technology majors from the perspective of gender schema theory. Female and male respondents perceived that (a) the role of scientist was sex typed as masculine, (b) their majors were more valuable for members of their gender than for those of the opposite gender, (c) their majors were more valuable for themselves than for members of their gender in general. Androgynous attributions of scientists and the value of one's major for women predicted value for oneself, major confidence, and career confidence, and masculine attributions of scientists predicted class participation for female respondents. Feminine attributions of scientists predicted graduate school intent; value for women predicted major confidence and subjective achievement, and value for men predicted value for oneself, course confidence, and career confidence for male respondents.

  2. On-line confidence monitoring during decision making.

    PubMed

    Dotan, Dror; Meyniel, Florent; Dehaene, Stanislas

    2018-02-01

    Humans can readily assess their degree of confidence in their decisions. Two models of confidence computation have been proposed: post hoc computation using post-decision variables and heuristics, versus online computation using continuous assessment of evidence throughout the decision-making process. Here, we arbitrate between these theories by continuously monitoring finger movements during a manual sequential decision-making task. Analysis of finger kinematics indicated that subjects kept separate online records of evidence and confidence: finger deviation continuously reflected the ongoing accumulation of evidence, whereas finger speed continuously reflected the momentary degree of confidence. Furthermore, end-of-trial finger speed predicted the post-decisional subjective confidence rating. These data indicate that confidence is computed on-line, throughout the decision process. Speed-confidence correlations were previously interpreted as a post-decision heuristics, whereby slow decisions decrease subjective confidence, but our results suggest an adaptive mechanism that involves the opposite causality: by slowing down when unconfident, participants gain time to improve their decisions. Copyright © 2017 Elsevier B.V. All rights reserved.

  3. An Examination of Factors and Attitudes that Influence Reporting Fraudulent Claims in an Academic Environment

    ERIC Educational Resources Information Center

    Carmichael, Anna M.; Krueger, Lacy E.

    2014-01-01

    The study examined potential factors and attitudes associated with providing fraudulent academic claims. A total of 319 students completed an online survey which involved reading a vignette about an incomplete assignment. Participants reported whether they would contact their instructor to gain an extension, expressed their confidence in the…

  4. Interaction of media, sexual activity and academic achievement in adolescents.

    PubMed

    Shashi Kumar, R; Das, R C; Prabhu, H R A; Bhat, P S; Prakash, Jyoti; Seema, P; Basannar, D R

    2013-04-01

    Adolescence is a period when the individual is vulnerable and exposure to sexually implicit/explicit programs on television and internet can influence their sexual behaviour and make them more permissive towards premarital sex, which is known to influence their academic performance. This can be modified by parental discussion on these matters with their children. There have been only few studies from India that have explored such issues therefore this study aimed to explore the impact of television, internet and parental discussion on sexual activity and academic performance. This study was conducted in two co-education schools using a self reporting questionnaire administered to students of class IX-XII. This study evaluated the relation of academic performance, exposure to media such as television & internet to sexual activity & academic performance of the students and the role of parental discussion on these. The study sample size was 586. There is no significant association between the number of hours of watching television per day and academic performance as measured by marks in examinations. Significant positive association was found among boys between sexual contact and average score in academics & unsupervised use of internet. In both genders a significant positive association was found between those watching English serials, movies and increased chances of indulging in sexual activity while a negative relation with those watching Cartoons. There is no significant difference in occurrence of sexual contact in those who discussed sexual matters with parents and those who did not. This being first of it's kind of study from India and a cross sectional study, further prospective and detailed studies are warranted to delineate the interaction of media, parental discussion, academic performance and sexual activity.

  5. Perceived Support Provided by Teachers and Classmates and Students' Self-Reported Academic Initiative

    ERIC Educational Resources Information Center

    Danielsen, Anne G.; Wiium, Nora; Wilhelmsen, Britt U.; Wold, Bente

    2010-01-01

    The aim of this study was to examine how perceived support provided by teachers and classmates in the school class environment related to students' academic initiative. Data were from a stratified sample of 13-year-old students (n = 1591) from the Norwegian part of the World Health Organization's survey of Health Behaviour in School-aged Children…

  6. Sample size, confidence, and contingency judgement.

    PubMed

    Clément, Mélanie; Mercier, Pierre; Pastò, Luigi

    2002-06-01

    According to statistical models, the acquisition function of contingency judgement is due to confidence increasing with sample size. According to associative models, the function reflects the accumulation of associative strength on which the judgement is based. Which view is right? Thirty university students assessed the relation between a fictitious medication and a symptom of skin discoloration in conditions that varied sample size (4, 6, 8 or 40 trials) and contingency (delta P = .20, .40, .60 or .80). Confidence was also collected. Contingency judgement was lower for smaller samples, while confidence level correlated inversely with sample size. This dissociation between contingency judgement and confidence contradicts the statistical perspective.

  7. The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence

    ERIC Educational Resources Information Center

    Warren, Richard Daniel

    2012-01-01

    The purpose of this research was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (CAI) on learning and learner confidence. Seventy-one general educational development (GED) learners recruited from various GED learning centers at community colleges in the southeast United…

  8. An Approach for Web Service Selection Based on Confidence Level of Decision Maker

    PubMed Central

    Khezrian, Mojtaba; Jahan, Ali; Wan Kadir, Wan Mohd Nasir; Ibrahim, Suhaimi

    2014-01-01

    Web services today are among the most widely used groups for Service Oriented Architecture (SOA). Service selection is one of the most significant current discussions in SOA, which evaluates discovered services and chooses the best candidate from them. Although a majority of service selection techniques apply Quality of Service (QoS), the behaviour of QoS-based service selection leads to service selection problems in Multi-Criteria Decision Making (MCDM). In the existing works, the confidence level of decision makers is neglected and does not consider their expertise in assessing Web services. In this paper, we employ the VIKOR (VIšekriterijumskoKOmpromisnoRangiranje) method, which is absent in the literature for service selection, but is well-known in other research. We propose a QoS-based approach that deals with service selection by applying VIKOR with improvement of features. This research determines the weights of criteria based on user preference and accounts for the confidence level of decision makers. The proposed approach is illustrated by an example in order to demonstrate and validate the model. The results of this research may facilitate service consumers to attain a more efficient decision when selecting the appropriate service. PMID:24897426

  9. STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

    NASA Astrophysics Data System (ADS)

    Heaverlo, Carol Ann

    Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

  10. A national radiation oncology medical student clerkship survey: didactic curricular components increase confidence in clinical competency.

    PubMed

    Jagadeesan, Vikrant S; Raleigh, David R; Koshy, Matthew; Howard, Andrew R; Chmura, Steven J; Golden, Daniel W

    2014-01-01

    Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank-sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These results support further development of structured didactic

  11. A National Radiation Oncology Medical Student Clerkship Survey: Didactic Curricular Components Increase Confidence in Clinical Competency

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Jagadeesan, Vikrant S.; Raleigh, David R.; Koshy, Matthew

    Purpose: Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. Methods and Materials: An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncologymore » experience, rotation experiences, and ideal clerkship curriculum content. Results: The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank–sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Conclusions: Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These

  12. Academic freedom and academic-industry relationships in biotechnology.

    PubMed

    Streiffer, Robert

    2006-06-01

    Commercial academic-industry relationships (AIRs) are widespread in biotechnology and have resulted in a wide array of restrictions on academic research. Objections to such restrictions have centered on the charge that they violate academic freedom. I argue that these objections are almost invariably unsuccessful. On a consequentialist understanding of the value of academic freedom, they rely on unfounded empirical claims about the overall effects that AIRs have on academic research. And on a rights-based understanding of the value of academic freedom, they rely on excessively lavish assumptions about the kinds of activities that academic freedom protects.

  13. A boost of confidence: The role of the ventromedial prefrontal cortex in memory, decision-making, and schemas.

    PubMed

    Hebscher, Melissa; Gilboa, Asaf

    2016-09-01

    The ventromedial prefrontal cortex (vmPFC) has been implicated in a wide array of functions across multiple domains. In this review, we focus on the vmPFC's involvement in mediating strategic aspects of memory retrieval, memory-related schema functions, and decision-making. We suggest that vmPFC generates a confidence signal that informs decisions and memory-guided behaviour. Confidence is central to these seemingly diverse functions: (1) Strategic retrieval: lesions to the vmPFC impair an early, automatic, and intuitive monitoring process ("feeling of rightness"; FOR) often associated with confabulation (spontaneous reporting of erroneous memories). Critically, confabulators typically demonstrate high levels of confidence in their false memories, suggesting that faulty monitoring following vmPFC damage may lead to indiscriminate confidence signals. (2) Memory schemas: the vmPFC is critically involved in instantiating and maintaining contextually relevant schemas, broadly defined as higher level knowledge structures that encapsulate lower level representational elements. The correspondence between memory retrieval cues and these activated schemas leads to FOR monitoring. Stronger, more elaborate schemas produce stronger FOR and influence confidence in the veracity of memory candidates. (3) Finally, we review evidence on the vmPFC's role in decision-making, extending this role to decision-making during memory retrieval. During non-mnemonic and mnemonic decision-making the vmPFC automatically encodes confidence. Confidence signal in the vmPFC is revealed as a non-linear relationship between a first-order monitoring assessment and second-order action or choice. Attempting to integrate the multiple functions of the vmPFC, we propose a posterior-anterior organizational principle for this region. More posterior vmPFC regions are involved in earlier, automatic, subjective, and contextually sensitive functions, while more anterior regions are involved in controlled actions

  14. Building a Definition of Irritability From Academic Definitions and Lay Descriptions.

    PubMed

    Barata, Paula C; Holtzman, Susan; Cunningham, Shannon; O'Connor, Brian P; Stewart, Donna E

    2016-04-08

    The current work builds a definition of irritability from both academic definitions and lay perspectives. In Study 1, a quantitative content analysis of academic definitions resulted in eight main content categories (i.e., behaviour, emotion or affect, cognition, physiological, qualifiers, irritant, stability or endurance, and other). In Study 2, a community sample of 39 adults participated in qualitative interviews. A deductive thematic analysis resulted in two main themes. The first main theme dealt with how participants positioned irritability in relation to other negative states. The second dealt with how participants constructed irritability as both a loss of control and as an experience that should be controlled. The discussion integrates the findings of both studies and provides a concise, but comprehensive definition.

  15. Health-seeking behaviour among patients with faecal incontinence in a Malaysian academic setting.

    PubMed

    Roslani, A C; Ramakrishnan, R; Azmi, S

    2017-12-01

    Faecal incontinence (FI) is not a common presenting complaint in Malaysia, and little has been published on this topic. Since it is a treatable condition, a greater understanding of factors contributing to healthseeking behaviour is needed in order to plan effective provision of services. A survey of 1000 patients and accompanying relatives, visiting general surgical and obstetrics and gynaecology clinics for matters unrelated to FI, was conducted at University Malaya Medical Centre between January 2009 and February 2010. A follow-up regression analysis of the 83 patients who had FI, to identify factors associated with health-seeking behaviour, was performed. Variables identified through univariate analysis were subjected to multivariate analysis to determine independence. Reasons for not seeking treatment were also analysed. Only eight patients (9.6%) had sought medical treatment. On univariate analysis, the likelihood of seeking treatment was significantly higher among patients who had more severe symptoms (OR 30.0, p=0.002), had incontinence to liquid stool (OR 3.83, p=0.002) or when there was an alteration to lifestyle (OR: 17.34; p<0.001). Nevertheless, the only independently-associated variable was alteration in lifestyle. Common reasons given for not seeking treatment was that the condition did not affect patients' daily activities (88.0%), "social taboo" (5.3%) and "other" reasons (6.7%). Lifestyle alteration is the main driver of healthseeking behaviour in FI. However, the majority do not seek treatment. Greater public and physician-awareness on FI and available treatment options is needed.

  16. Self-Confidence in and Perceived Utility of the Physical Examination: A Comparison of Medical Students, Residents, and Faculty Internists

    PubMed Central

    Fagan, Mark J.; Reinert, Steven E.; Diaz, Joseph A.

    2007-01-01

    BACKGROUND AND OBJECTIVES Little is known about the differences in attitudes of medical students, Internal Medicine residents, and faculty Internists toward the physical examination. We sought to investigate these groups’ self-confidence in and perceived utility of physical examination skills. DESIGN AND PARTICIPANTS Cross-sectional survey of third- and fourth-year medical students, Internal Medicine residents, and faculty Internists at an academic teaching hospital. MEASUREMENTS Using a 5-point Likert-type scale, respondents indicated their self-confidence in overall physical examination skill, as well as their ability to perform 14 individual skills, and how useful they felt the overall physical examination, and each skill, to be for yielding clinically important information. RESULTS The response rate was 80% (302/376). The skills with overall mean self-confidence ratings less than “neutral” were interpreting a diastolic murmur (2.9), detecting a thyroid nodule (2.8), and the nondilated fundoscopic examination using an ophthalmoscope to assess retinal vasculature (2.5). No skills had a mean utility rating less than neutral. The skills with the greatest numerical differences between mean self-confidence and perceived utility were distinguishing between a mole and melanoma (1.5), detecting a thyroid nodule (1.4), and interpreting a diastolic murmur (1.3). Regarding overall self-confidence, third-year students’ ratings (3.3) were similar to those of first-year residents (3.4; p = .95) but less than those of fourth-year students (3.8; p = .002), upper-level residents (3.7; p = .01), and faculty Internists (3.9; p < .001). CONCLUSIONS Self-confidence in the physical exam does not necessarily increase at each stage of training. The differences found between self-confidence and perceived utility for a number of skills suggest important areas for educational interventions. PMID:17922165

  17. Strategies used by nurses, academics and students to overcome intercultural communication challenges.

    PubMed

    Henderson, Saras; Barker, Michelle; Mak, Anita

    2016-01-01

    Nurse clinicians and academics need to understand intercultural communication challenges to improve their communication skills and better support students' learning. Gaps exist in the literature regarding intercultural communication resources for students, academics and clinicians. The aim of this study was to explore the experiences of clinical nurses, nurse academics, and student nurses regarding intercultural communication challenges. Data were collected using focus group interviews with nineteen clinical facilitators (nurses who supervise nursing students in clinical practice), five clinical nurses, and ten nursing students. Seven nurse academics were interviewed via telephone. The purposive sample was drawn from a tertiary hospital and a university in Australia. Participants were invited to discuss challenging intercultural scenarios they had experienced including strategies they used to overcome such challenges. Using qualitative content analysis data were analysed resulting in four categories which were: 1) prejudice based on cultural diversity; 2) unfamiliarity with cultural boundaries; 3) stereotyping cultural behaviours; and 4) difficulty understanding English. Strategies participants used to mitigate challenges included resorting to cultural validation through alliance building, proactively seeking clarification, and acquiring cultural awareness knowledge. This study highlights intercultural challenges students, clinicians and academics face and signpost the way forward with useful strategies to better inform nurse education. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. The role of personality in aggressive behaviour among individuals with intellectual disabilities.

    PubMed

    Chaïb, L S; Crocker, A G

    2014-11-01

    Aggressive behaviour is associated with certain personality traits in both the general population and among individuals with mental health problems, but little attention has been paid to the relationship between aggressive behaviour and personality among individuals with intellectual disabilities (ID). The aim of this study was to circumscribe personality profiles associated with aggressive behaviour among individuals with ID. In this cross-sectional study of 296 adults with mild or moderate ID, information on mental health, personality and aggressive behaviour was gathered through structured interviews with the ID participants and their case manager, and a review of client files. The results of the Reiss Profile were submitted to hierarchical cluster analysis method. Subsequently, the distribution of aggressive behaviour, sociodemographic characteristics and clinical characteristics across personality profiles was analysed. The analyses yielded seven distinct personality profiles in relation to patterns of aggressive behaviour: Pacifists, Socials, Confidents, Altruists, Conformists, Emotionals and Asocials. The identification of distinct personality profiles sheds light on the risk factors for aggressive behaviour, and suggests new approaches to improving diagnostic and intervention strategies. © 2013 The Authors. Journal of Intellectual Disability Research © 2013 John Wiley & Sons Ltd, MENCAP & IASSIDD.

  19. Confidant Relations of the Aged.

    ERIC Educational Resources Information Center

    Tigges, Leann M.; And Others

    The confidant relationship is a qualitatively distinct dimension of the emotional support system of the aged, yet the composition of the confidant network has been largely neglected in research on aging. Persons (N=940) 60 years of age and older were interviewed about their socio-environmental setting. From the enumeration of their relatives,…

  20. Academic Manager or Managed Academic? Academic Identity Schisms in Higher Education

    ERIC Educational Resources Information Center

    Winter, Richard

    2009-01-01

    The relationship between values and academic identity has received scant attention in the higher education literature with some notable exceptions (Churchman, 2006; Harley, 2002; Henkel, 2005). This paper contends that the perceived need to align all academics around corporate values and goals has given rise to academic identity schisms in higher…

  1. An Analysis of Student Characteristics and Behaviour in Relation to Absence from Lectures

    ERIC Educational Resources Information Center

    Sawon, Krystyna; Pembroke, Michael; Wille, Patrick

    2012-01-01

    Concern has been expressed in the literature that student absenteeism from lectures is undesirable as it may have adverse consequences for academic performance. The aim of this study was to examine whether there are identifiable groups of low-attendance students who display characteristic behaviours that are more typical than any other group.…

  2. A View from the Inside: An In-Depth Look at a Female University Student's Experience with a Feel-Based Intervention to Enhance Self-Confidence and Self-Talk

    ERIC Educational Resources Information Center

    Guerin, Eva; Arcand, Isabelle; Durand-Bush, Natalie

    2010-01-01

    The primary goal of this investigation was to document, using the participatory paradigm, a female university student's experience with a feel-based intervention intended to enhance the quality of her academic experiences including her self-confidence and self-talk. In this unique qualitative case study, the student participated in a 15-week…

  3. Lessons Learned From a Community–Academic Initiative: The Development of a Core Competency–Based Training for Community–Academic Initiative Community Health Workers

    PubMed Central

    Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-01-01

    Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community–academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI–CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency–based training can successfully affect CHWs’ perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency–based framework coupled with CAI-research–specific skill sessions (1) provides skills that CAI–CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. PMID:22594730

  4. The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

    ERIC Educational Resources Information Center

    Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana

    2018-01-01

    Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…

  5. Systematic review of sedentary behaviour and health indicators in school-aged children and youth

    PubMed Central

    2011-01-01

    Accumulating evidence suggests that, independent of physical activity levels, sedentary behaviours are associated with increased risk of cardio-metabolic disease, all-cause mortality, and a variety of physiological and psychological problems. Therefore, the purpose of this systematic review is to determine the relationship between sedentary behaviour and health indicators in school-aged children and youth aged 5-17 years. Online databases (MEDLINE, EMBASE and PsycINFO), personal libraries and government documents were searched for relevant studies examining time spent engaging in sedentary behaviours and six specific health indicators (body composition, fitness, metabolic syndrome and cardiovascular disease, self-esteem, pro-social behaviour and academic achievement). 232 studies including 983,840 participants met inclusion criteria and were included in the review. Television (TV) watching was the most common measure of sedentary behaviour and body composition was the most common outcome measure. Qualitative analysis of all studies revealed a dose-response relation between increased sedentary behaviour and unfavourable health outcomes. Watching TV for more than 2 hours per day was associated with unfavourable body composition, decreased fitness, lowered scores for self-esteem and pro-social behaviour and decreased academic achievement. Meta-analysis was completed for randomized controlled studies that aimed to reduce sedentary time and reported change in body mass index (BMI) as their primary outcome. In this regard, a meta-analysis revealed an overall significant effect of -0.81 (95% CI of -1.44 to -0.17, p = 0.01) indicating an overall decrease in mean BMI associated with the interventions. There is a large body of evidence from all study designs which suggests that decreasing any type of sedentary time is associated with lower health risk in youth aged 5-17 years. In particular, the evidence suggests that daily TV viewing in excess of 2 hours is associated with

  6. Academic Performance and Learning Style Self-Predictions by Second Language Students in an Introductory Biology Course

    ERIC Educational Resources Information Center

    Breckler, Jennifer; Teoh, Chia Shan; Role, Kemi

    2011-01-01

    Academic success in first-year college science coursework can strongly influence future career paths and usually includes a solid performance in introductory biology. We wanted to know whether factors affecting biology student performance might include learning style preferences and one's ability and confidence in self-assessing those learning…

  7. The 2012 Retirement Confidence Survey: job insecurity, debt weigh on retirement confidence, savings.

    PubMed

    Helman, Ruth; Copeland, Craig; VanDerhei, Jack

    2012-03-01

    Americans' confidence in their ability to retire comfortably is stagnant at historically low levels. Just 14 percent are very confident they will have enough money to live comfortably in retirement (statistically equivalent to the low of 13 percent measured in 2011 and 2009). Employment insecurity looms large: Forty-two percent identify job uncertainty as the most pressing financial issue facing most Americans today. Worker confidence about having enough money to pay for medical expenses and long-term care expenses in retirement remains well below their confidence levels for paying basic expenses. Many workers report they have virtually no savings and investments. In total, 60 percent of workers report that the total value of their household's savings and investments, excluding the value of their primary home and any defined benefit plans, is less than $25,000. Twenty-five percent of workers in the 2012 Retirement Confidence Survey say the age at which they expect to retire has changed in the past year. In 1991, 11 percent of workers said they expected to retire after age 65, and by 2012 that has grown to 37 percent. Regardless of those retirement age expectations, and consistent with prior RCS findings, half of current retirees surveyed say they left the work force unexpectedly due to health problems, disability, or changes at their employer, such as downsizing or closure. Those already in retirement tend to express higher levels of confidence than current workers about several key financial aspects of retirement. Retirees report they are significantly more reliant on Social Security as a major source of their retirement income than current workers expect to be. Although 56 percent of workers expect to receive benefits from a defined benefit plan in retirement, only 33 percent report that they and/or their spouse currently have such a benefit with a current or previous employer. More than half of workers (56 percent) report they and/or their spouse have not tried

  8. Organizational factors related to the confidence of workers in working with residents with dementia or depression in aged care facilities.

    PubMed

    McCabe, Marita P; Mellor, David; Karantzas, Gery; Von Treuer, Kathryn; Davison, Tanya E; O'Connor, Daniel

    2017-05-01

    There has been limited research examining how organizational factors are associated with the level of confidence of residential aged care staff in managing both residents' depression and the behavioural and psychological symptoms of residents with dementia (BPSD). This study investigated this issue. A cross-sectional study design was employed. In total, 255 aged care staff (131 senior staff, 124 junior staff) from 21 residential care facilities participated in the study. All staff completed measures of self-efficacy in managing BPSD as well as confidence in working with older people with depression. They also completed measures of organizational climate (autonomy, cohesion, trust, pressure, support, recognition, fairness and encouragement of innovation) and measures of workplace experience (job role, number of years working in aged care facilities), job stress and satisfaction, and knowledge of depression. The results demonstrated that autonomy, trust, support, and job stress were associated with confidence in managing BPSD, while the factors related to confidence in managing depression were autonomy, support, job stress, job satisfaction, and knowledge of depression. These findings highlight that organizational climate factors need to be addressed in order to increase staff confidence in managing BPSD and depression. In particular, the findings demonstrate the importance of fostering organizational environments in which autonomy is promoted and there is support and cooperation among aged care staff. Attention to these factors is likely to increase the confidence of staff as they carry out their carer role.

  9. Interaction of media, sexual activity and academic achievement in adolescents

    PubMed Central

    Shashi Kumar, R.; Das, R.C.; Prabhu, H.R.A.; Bhat, P.S.; Prakash, Jyoti; Seema, P.; Basannar, D.R.

    2012-01-01

    Background Adolescence is a period when the individual is vulnerable and exposure to sexually implicit/explicit programs on television and internet can influence their sexual behaviour and make them more permissive towards premarital sex, which is known to influence their academic performance. This can be modified by parental discussion on these matters with their children. There have been only few studies from India that have explored such issues therefore this study aimed to explore the impact of television, internet and parental discussion on sexual activity and academic performance. Methods This study was conducted in two co-education schools using a self reporting questionnaire administered to students of class IX–XII. This study evaluated the relation of academic performance, exposure to media such as television & internet to sexual activity & academic performance of the students and the role of parental discussion on these. Results The study sample size was 586. There is no significant association between the number of hours of watching television per day and academic performance as measured by marks in examinations. Significant positive association was found among boys between sexual contact and average score in academics & unsupervised use of internet. In both genders a significant positive association was found between those watching English serials, movies and increased chances of indulging in sexual activity while a negative relation with those watching Cartoons. There is no significant difference in occurrence of sexual contact in those who discussed sexual matters with parents and those who did not. Conclusion This being first of it's kind of study from India and a cross sectional study, further prospective and detailed studies are warranted to delineate the interaction of media, parental discussion, academic performance and sexual activity. PMID:24600087

  10. Physical education, school physical activity, school sports and academic performance

    PubMed Central

    Trudeau, François; Shephard, Roy J

    2008-01-01

    Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health. PMID:18298849

  11. Confidence Leak in Perceptual Decision Making.

    PubMed

    Rahnev, Dobromir; Koizumi, Ai; McCurdy, Li Yan; D'Esposito, Mark; Lau, Hakwan

    2015-11-01

    People live in a continuous environment in which the visual scene changes on a slow timescale. It has been shown that to exploit such environmental stability, the brain creates a continuity field in which objects seen seconds ago influence the perception of current objects. What is unknown is whether a similar mechanism exists at the level of metacognitive representations. In three experiments, we demonstrated a robust intertask confidence leak-that is, confidence in one's response on a given task or trial influencing confidence on the following task or trial. This confidence leak could not be explained by response priming or attentional fluctuations. Better ability to modulate confidence leak predicted higher capacity for metacognition as well as greater gray matter volume in the prefrontal cortex. A model based on normative principles from Bayesian inference explained the results by postulating that observers subjectively estimate the perceptual signal strength in a stable environment. These results point to the existence of a novel metacognitive mechanism mediated by regions in the prefrontal cortex. © The Author(s) 2015.

  12. Assessing Academic Self-Efficacy, Knowledge, and Attitudes in Undergraduate Physiology Students

    PubMed Central

    Woolcock, Andrew D.; Creevy, Kate E.; Coleman, Amanda E.; Moore, James N.; Brown, Scott A.

    2016-01-01

    Academic self-efficacy affects the success of students in the sciences. Our goals were to develop an instrument to assess the self-efficacy and attitudes toward science of students in an undergraduate physiology course. We hypothesized 1) that our instrument would demonstrate that students taking this course would exhibit greater self-efficacy and more positive attitudes toward science than students in a non-science undergraduate course, and 2) that the physiology students’ self-efficacy and attitudes would improve after completing the course. A 25-question survey instrument was developed with items investigating demographic information, self-efficacy, content knowledge, confidence, and attitudes regarding science. Students in either an undergraduate physiology course (Group P) or a history course (Group H) completed the survey. Forty-eight students in Group P completed both PRE- and POST-class surveys, while 50 students in Group H completed the pre-class survey. The academic self-efficacy of Group P as assessed by the PRE-survey was significantly higher than Group H (p=0.0003). Interestingly, there was no significant difference between groups in content knowledge in the PRE-survey. The self-efficacy of Group P was significantly higher as assessed by the POST-survey, when compared to the PRE-survey (p<0.0001) coincident with an improvement (p<0.001) in content knowledge for Group P in the POST-survey. This study established a survey instrument with utility in assessing self-efficacy, attitudes, and content knowledge. Our approach has applicability to studies designed to determine the impact of instructional variables on academic self-efficacy, attitudes, and confidence of students in the sciences. PMID:27713903

  13. Internet-Based Interventions for Addictive Behaviours: A Systematic Review.

    PubMed

    Chebli, Jaymee-Lee; Blaszczynski, Alexander; Gainsbury, Sally M

    2016-12-01

    Internet-based interventions have emerged as a new treatment and intervention modality for psychological disorders. Given their features of treatment flexibility, anonymity and confidentiality, this modality may be well suited in the management of addictive behaviours. A systematic literature review of the effectiveness and treatment outcomes of Internet-based interventions for smoking cessation, problematic alcohol use, substance abuse and gambling was performed. Studies were included if they met the following criteria: clients received a structured therapeutic Internet-based intervention for a problematic and addictive behaviour; included more than five clients; effectiveness was based on at least one outcome; outcome variables were measured before and immediately following the interventions; had a follow-up period; and involved at least minimal therapist contact over the course of the program. Sixteen relevant studies were found; nine addressed the effects of Internet-based interventions on smoking cessation, four on gambling, two on alcohol and one on opioid dependence. All studies demonstrated positive treatment outcomes for their respective addictive behaviours. The current review concluded that Internet-based interventions are effective in achieving positive behavioural change through reducing problematic behaviours. This mode of therapy has been found to have the capacity to provide effective and practical services for those who might have remained untreated, subsequently reducing the barriers for help-seekers. This in turn provides imperative information to treatment providers, policy makers, and academic researchers.

  14. Academic Outcomes in Individuals With Childhood-Onset Epilepsy: Mediating Effects of Working Memory.

    PubMed

    Danguecan, Ashley N; Smith, Mary Lou

    2017-08-01

    Academic difficulties are common in children with epilepsy, although little is known about the effect of various seizure-related and cognitive variables. Given that persistent seizures may negatively impact academics, and that working memory is predictive of academic abilities, we examined the effects of recent seizures and working memory on word reading, spelling, and arithmetic in pediatric epilepsy. We hypothesized that persistent seizures would be associated with lower working memory ability, which would in turn result in poorer academic performance. Our sample consisted of 91 children with epilepsy being treated at the Hospital for Sick Children in Toronto, Canada, who underwent neuropsychological testing between 2002 and 2009 to help determine surgical candidacy. Four to 11 years later, follow-up testing was conducted on both surgical (n=61) and non-surgical (n=30) patients. Seizure status was defined by the presence or absence of seizures within the preceding 12 months. 5000 bias-corrected bootstrap resamples with replacement were used to calculate the 95% confidence intervals (CIs) for the indirect effect of seizure status on academics through working memory, controlling for baseline academic functioning. Persistent seizures were associated with reduced working memory, which was in turn associated with lower reading (B=-4.64, 95% CI [-10.21, -1.30]), spelling (B=-7.09, 95% CI [-13.97, -2.56], and arithmetic scores (B=-8.04, 95% CI [-13.66, -3.58] at follow-up. For children with intractable epilepsy, working memory deficits present a significant barrier to the development of academic skills. Working memory interventions may be a helpful adjunct to academic remediation in this population to facilitate academic progress. (JINS, 2017, 23, 594-604).

  15. Struggles for Order and Control of School Behaviour: A Sketch for a Social Psychology

    ERIC Educational Resources Information Center

    Funnell, Robert

    2009-01-01

    Behaviour management is acknowledged as a leading psychological method to reduce classroom conflict by applying "rational choice" techniques. But it falls short in schools where poor academic results are reproduced, as is illustrated in an analysis of misbehaviour in an Australian rural school. It is argued that explanations of behaviour…

  16. Understanding academic clinicians’ intent to treat pediatric obesity

    PubMed Central

    Frankfurter, Claudia; Cunningham, Charles; Morrison, Katherine M; Rimas, Heather; Bailey, Karen

    2017-01-01

    AIM To examine the extent to which the theory of planned behavior (TPB) predicts academic clinicians’ intent to treat pediatric obesity. METHODS A multi-disciplinary panel iteratively devised a Likert scale survey based on the constructs of the TPB applied to a set of pediatric obesity themes. A cross-sectional electronic survey was then administered to academic clinicians at tertiary care centers across Canada from January to April 2012. Descriptive statistics were used to summarize demographic and item agreement data. A hierarchical linear regression analysis controlling for demographic variables was conducted to examine the extent to which the TPB subscales predicted intent to treat pediatric obesity. RESULTS A total of 198 physicians, surgeons, and allied health professionals across Canada (British Columbia, Alberta, Manitoba, Saskatchewan, Nova Scotia, Ontario and Quebec) completed the survey. On step 1, demographic factors accounted for 7.4% of the variance in intent scores. Together in step 2, demographic variables and TPB subscales predicted 56.9% of the variance in a measure of the intent to treat pediatric obesity. Perceived behavioral control, that is, confidence in one’s ability to manage pediatric obesity, and subjective norms, congruent with one’s context of practice, were the most significant predictors of the intent to treat pediatric obesity. Attitudes and barriers did not predict the intent to treat pediatric obesity in this context. CONCLUSION Enhancing self-confidence in the ability to treat pediatric obesity and the existence of supportive treatment environments are important to increase clinician’s intent to treat pediatric obesity. PMID:28224097

  17. Academic standards and changing patterns of medical school admissions: a Malaysian study.

    PubMed

    Tan, C M

    1990-07-01

    Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated.

  18. Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

    PubMed

    Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

    2017-05-01

    Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Targeting Low Career Confidence Using the Career Planning Confidence Scale

    ERIC Educational Resources Information Center

    McAuliffe, Garrett; Jurgens, Jill C.; Pickering, Worth; Calliotte, James; Macera, Anthony; Zerwas, Steven

    2006-01-01

    The authors describe the development and validation of a test of career planning confidence that makes possible the targeting of specific problem issues in employment counseling. The scale, developed using a rational process and the authors' experience with clients, was tested for criterion-related validity against 2 other measures. The scale…

  20. Substance Use as a Strong Predictor of Poor Academic Achievement among University Students

    PubMed Central

    Fekadu, Wubalem; Mekonnen, Tefera Chane; Workie, Shimelash Bitew

    2017-01-01

    Background Substance use is a growing concern globally and its association with students' academic performance is not well studied. Objective This study was aimed to assess the prevalence of substance use (alcohol, tobacco, and khat) and its association with academic performance among university students. Methods Cross-sectional study was conducted among Wolaita Sodo University students. A total of 747 students were selected by using cluster sampling technique. Data were collected by pretested self-administered questionnaire and examined using descriptive statistics and linear regression with 95% confidence intervals. Variables with p value of less than 0.05 were considered as statistically significant. Result Prevalence of substance use (alcohol, tobacco, and khat) was 28.6%. Substance use (current smoking, chewing khat at least weekly, drinking alcohol on a daily basis, and having intimate friend who uses substance) was significantly and negatively associated with students' academic performance. Conclusion Substance use among Wolaita Sodo University students was as common as other studies in Sub-Saharan countries and negatively associated with students' academic achievement. The common practice of substance use and its association with poor academic performance demand the universities to have a good control of substance and to implement youth friendly activities. PMID:28680879

  1. 'Junk food' diet and childhood behavioural problems: results from the ALSPAC cohort.

    PubMed

    Wiles, N J; Northstone, K; Emmett, P; Lewis, G

    2009-04-01

    To determine whether a 'junk food' diet at age 4(1/2) is associated with behavioural problems at age 7. Data on approximately 4000 children participating in the Avon Longitudinal Study of Parents and Children, a birth cohort recruited in Avon, UK in 1991/92 were used. Behavioural problems were measured at age 7 using the Strengths and Difficulties Questionnaire (SDQ; maternal completion). Total difficulties and scores for the five sub-scales (hyperactivity, conduct and peer problems, emotional symptoms and pro-social behaviour) were calculated. Principal components analysis of dietary data (frequency of consumption of 57 foods/drinks) collected at age 4(1/2) by maternal report was used to generate a 'junk food' factor. Data on confounders were available from questionnaires. A one standard deviation increase in 'junk food' intake at age 4(1/2) years was associated with increased hyperactivity at age 7 (odds ratio: 1.19; 95% confidence interval: 1.10, 1.29). This persisted after adjustment for confounders including intelligence quotient score (odds ratio: 1.13; 95% confidence interval: 1.01, 1.15). There was little evidence to support an association between 'junk food' intake and overall behavioural difficulties or other sub-scales of the SDQ. Children eating a diet high in 'junk food' in early childhood were more likely to be in the top 33% on the SDQ hyperactivity sub-scale at age 7. This may reflect a long-term nutritional imbalance, or differences in parenting style. This finding requires replication before it can provide an avenue for intervention.

  2. The Relationship between Compulsive Behaviour and Academic Achievement across the Three Genetic Subtypes of Prader-Willi Syndrome

    ERIC Educational Resources Information Center

    Zarcone, J.; Napolitano, D.; Peterson, C.; Breidbord, J.; Ferraioli, S.; Caruso-Anderson, M.; Holsen, L.; Butler, M. G.; Thompson, T.

    2007-01-01

    Background: Prader-Willi syndrome (PWS) is a genetic syndrome associated with several physical, cognitive and behavioural characteristics. For many individuals with this syndrome, compulsive behaviour is often noted in both food and non-food situations. The focus of this paper is on the non-food-related compulsions in individuals with PWS and…

  3. Ongoing daytime behavioural problems in university students following childhood mild traumatic brain injury.

    PubMed

    Albicini, Michelle S; Lee, James; McKinlay, Audrey

    2016-03-01

    Sleep is often disrupted in traumatic brain injury (TBI) and may be related to persistent behaviour problems; however, little is known about this relationship in young adults. This study explored associations between TBI, behavioural problems and sleep disturbances in 247 university students (197 non-TBI, 47 mild TBI, two moderate TBI, one severe TBI) aged 18-25 years, who completed validated measures for behaviour, sleep quality and history of TBI. Because of small group numbers, participants reporting moderate to severe TBI were excluded from the analyses. Results indicated that students with mild TBI reported higher levels of daytime dysfunction, somatic complaints, withdrawal, other behavioural complaints and internalizing behaviours compared with students with no TBI history. A correlational analysis indicated a moderate relationship between the above significant variables. Our results suggest that university students with a history of mild TBI are more likely to experience certain ongoing daytime behavioural problems, which are likely to negatively influence their academic functioning in tertiary education. This study highlights the importance of research on long-term problems following mild TBI in young adults aged 18-25 years--an age group often overlooked within the literature.

  4. Behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years.

    PubMed

    Furlong, Mairead; McGilloway, Sinead; Bywater, Tracey; Hutchings, Judy; Smith, Susan M; Donnelly, Michael

    2012-02-15

    Early-onset child conduct problems are common and costly. A large number of studies and some previous reviews have focused on behavioural and cognitive-behavioural group-based parenting interventions, but methodological limitations are commonplace and evidence for the effectiveness and cost-effectiveness of these programmes has been unclear. To assess the effectiveness and cost-effectiveness of behavioural and cognitive-behavioural group-based parenting programmes for improving child conduct problems, parental mental health and parenting skills. We searched the following databases between 23 and 31 January 2011: CENTRAL (2011, Issue 1), MEDLINE (1950 to current), EMBASE (1980 to current), CINAHL (1982 to current), PsycINFO (1872 to current), Social Science Citation Index (1956 to current), ASSIA (1987 to current), ERIC (1966 to current), Sociological Abstracts (1963 to current), Academic Search Premier (1970 to current), Econlit (1969 to current), PEDE (1980 to current), Dissertations and Theses Abstracts (1980 to present), NHS EED (searched 31 January 2011), HEED (searched 31 January 2011), DARE (searched 31 January 2011), HTA (searched 31 January 2011), mRCT (searched 29 January 2011). We searched the following parent training websites on 31 January 2011: Triple P Library, Incredible Years Library and Parent Management Training. We also searched the reference lists of studies and reviews. We included studies if: (1) they involved randomised controlled trials (RCTs) or quasi-randomised controlled trials of behavioural and cognitive-behavioural group-based parenting interventions for parents of children aged 3 to 12 years with conduct problems, and (2) incorporated an intervention group versus a waiting list, no treatment or standard treatment control group. We only included studies that used at least one standardised instrument to measure child conduct problems. Two authors independently assessed the risk of bias in the trials and the methodological quality of

  5. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  6. Minimax confidence intervals in geomagnetism

    NASA Technical Reports Server (NTRS)

    Stark, Philip B.

    1992-01-01

    The present paper uses theory of Donoho (1989) to find lower bounds on the lengths of optimally short fixed-length confidence intervals (minimax confidence intervals) for Gauss coefficients of the field of degree 1-12 using the heat flow constraint. The bounds on optimal minimax intervals are about 40 percent shorter than Backus' intervals: no procedure for producing fixed-length confidence intervals, linear or nonlinear, can give intervals shorter than about 60 percent the length of Backus' in this problem. While both methods rigorously account for the fact that core field models are infinite-dimensional, the application of the techniques to the geomagnetic problem involves approximations and counterfactual assumptions about the data errors, and so these results are likely to be extremely optimistic estimates of the actual uncertainty in Gauss coefficients.

  7. Evaluation of a novel individualised communication-skills training intervention to improve doctors' confidence and skills in end-of-life communication.

    PubMed

    Clayton, Josephine M; Butow, Phyllis N; Waters, Amy; Laidsaar-Powell, Rebekah C; O'Brien, Angela; Boyle, Frances; Back, Anthony L; Arnold, Robert M; Tulsky, James A; Tattersall, Martin H N

    2013-03-01

    We developed a novel individualised training program regarding end-of-life communication, designed to be time effective for busy junior-doctors working in hospital settings. We aimed to pilot this brief individualised training program with junior-doctors to explore its acceptability, feasibility and effect on the doctors' confidence, communication skills, attitudes towards psychosocial care and burnout. The content of the training intervention was informed by a systematic literature review and evidence-based clinical practice guidelines regarding end-of-life communication. The intervention was based on sound educational principles and involved three one-hour teaching sessions over a three-week period, including two individual sessions with an expert facilitator and simulated patient/caregiver. In addition, participants received written and audiovisual take-home learning materials. PARTICIPANTS were videotaped consulting with a simulated patient/caregiver pre/post training to assess the impact of the course on their communication behaviours. PARTICIPANTS completed de-identified questionnaires pre/post training, including self-assessed confidence, attitudes to psychosocial care, and the Maslach Burnout inventory. PARTICIPANTS included 22 junior-doctors from a large teaching hospital in Sydney, Australia. All participants reported that the training was useful, had been helpful for their communication with patients and that they would recommend the training to others. Significant improvements were found in participants' communication skills (in seven out of 21 specific and all three global communication behaviours assessed, range P=0.02 to <0.001), confidence in communicating about relevant topics (P<0.001), attitudes towards psychosocial care (P=0.03) and sense of personal accomplishment (P=0.043). There were no overall differences in participants' burnout levels. This intervention shows promise and warrants further formal evaluation.

  8. Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach

    ERIC Educational Resources Information Center

    Kennett, Deborah J.; Keefer, Kateryna

    2006-01-01

    This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self-control behaviour and year-end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal…

  9. The 2009 Retirement Confidence Survey: economy drives confidence to record lows; many looking to work longer.

    PubMed

    Helman, Ruth; Copeland, Craig; VanDerhei, Jack

    2009-04-01

    RECORD LOW CONFIDENCE LEVELS: Workers who say they are very confident about having enough money for a comfortable retirement this year hit the lowest level in 2009 (13 percent) since the Retirement Confidence Survey started asking the question in 1993, continuing a two-year decline. Retirees also posted a new low in confidence about having a financially secure retirement, with only 20 percent now saying they are very confident (down from 41 percent in 2007). THE ECONOMY, INFLATION, COST OF LIVING ARE THE BIG CONCERNS: Not surprisingly, workers overall who have lost confidence over the past year about affording a comfortable retirement most often cite the recent economic uncertainty, inflation, and the cost of living as primary factors. In addition, certain negative experiences, such as job loss or a pay cut, loss of retirement savings, or an increase in debt, almost always contribute to loss of confidence among those who experience them. RETIREMENT EXPECTATIONS DELAYED: Workers apparently expect to work longer because of the economic downturn: 28 percent of workers in the 2009 RCS say the age at which they expect to retire has changed in the past year. Of those, the vast majority (89 percent) say that they have postponed retirement with the intention of increasing their financial security. Nevertheless, the median (mid-point) worker expects to retire at age 65, with 21 percent planning to push on into their 70s. The median retiree actually retired at age 62, and 47 percent of retirees say they retired sooner than planned. WORKING IN RETIREMENT: More workers are also planning to supplement their income in retirement by working for pay. The percentage of workers planning to work after they retire has increased to 72 percent in 2009 (up from 66 percent in 2007). This compares with 34 percent of retirees who report they actually worked for pay at some time during their retirement. GREATER WORRY ABOUT BASIC AND HEALTH EXPENSES: Workers who say they very confident in

  10. Influence of Health Education and Healthy Lifestyle on Students' Academic Achievement in Biology in Nigeria

    ERIC Educational Resources Information Center

    Babatunde, Ezekiel Olusegun

    2017-01-01

    The positive effects of health education and healthy lifestyle on adolescent academic achievement cannot be over emphasized as learning experiences to help students accurately assess the level of risk-taking behaviour among their peers, emphasis on the value of good health that reinforces health-enhancing attitudes and beliefs are paramount.…

  11. Engineering Student Self-Assessment through Confidence-Based Scoring

    ERIC Educational Resources Information Center

    Yuen-Reed, Gigi; Reed, Kyle B.

    2015-01-01

    A vital aspect of an answer is the confidence that goes along with it. Misstating the level of confidence one has in the answer can have devastating outcomes. However, confidence assessment is rarely emphasized during typical engineering education. The confidence-based scoring method described in this study encourages students to both think about…

  12. The influence of psychosocial factors on academic performance of adolescents: a quality assurance project.

    PubMed

    Gulzar, Saleema A; Ali, Tazeen Saeed; Aijaz, Amina; Hussain, Neesha

    2010-07-01

    Adolescence is a time of rapid psychological and physiological changes and is associated with anxiety and mental distress. This project looks at the potential of school-based programs to reduce these negative effects of academic performance in both the short- and long-term. This study was conducted in a private school in Karachi, Pakistan between October 1998 and December 2006 on 305 students with low academic performance. Results show that students scoring low grades had a mean of 55 + 2.8 and postintervention score of 56 + 2.6. The intervention package significantly created a difference in reducing the number of students receiving low grades. Qualitative analysis showed that study participants had enhanced self-esteem, confidence levels, positive attitudes towards learning, improved time management and decision-making skills. This suggests that in an academic institution, the presence of a professional support system enhances learning and coping mechanisms.

  13. Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine.

    PubMed

    Thomas, Patricia A; Diener-West, Marie; Canto, Marcia I; Martin, Don R; Post, Wendy S; Streiff, Michael B

    2004-03-01

    Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference. In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine. A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians. Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers.

  14. Worse than enemies. The CEO's destructive confidant.

    PubMed

    Sulkowicz, Kerry J

    2004-02-01

    The CEO is often the most isolated and protected employee in the organization. Few leaders, even veteran CEOs, can do the job without talking to someone about their experiences, which is why most develop a close relationship with a trusted colleague, a confidant to whom they can tell their thoughts and fears. In his work with leaders, the author has found that many CEO-confidant relationships function very well. The confidants keep their leaders' best interests at heart. They derive their gratification vicariously, through the help they provide rather than through any personal gain, and they are usually quite aware that a person in their position can potentially abuse access to the CEO's innermost secrets. Unfortunately, almost as many confidants will end up hurting, undermining, or otherwise exploiting CEOs when the executives are at their most vulnerable. These confidants rarely make the headlines, but behind the scenes they do enormous damage to the CEO and to the organization as a whole. What's more, the leader is often the last one to know when or how the confidant relationship became toxic. The author has identified three types of destructive confidants. The reflector mirrors the CEO, constantly reassuring him that he is the "fairest CEO of them all." The insulator buffers the CEO from the organization, preventing critical information from getting in or out. And the usurper cunningly ingratiates himself with the CEO in a desperate bid for power. This article explores how the CEO-confidant relationship plays out with each type of adviser and suggests ways CEOs can avoid these destructive relationships.

  15. How to Fire a President: Voting "No Confidence" with Confidence

    ERIC Educational Resources Information Center

    Schmidt, Peter

    2009-01-01

    College faculties often use votes of "no confidence" to try to push out the leaders of their institutions. Many do so, however, without giving much thought to what such a vote actually means, whether they are using it appropriately, or how it will affect their campus--and their own future. Mae Kuykendall, a professor of law at Michigan State…

  16. Promotion of women physicians in academic medicine. Glass ceiling or sticky floor?

    PubMed

    Tesch, B J; Wood, H M; Helwig, A L; Nattinger, A B

    1995-04-05

    To assess possible explanations for the finding that the percentage of women medical school faculty members holding associate or full professor rank remains well below the percentage of men. Cross-sectional survey of physician faculty of US medical schools using the Association of American Medical Colleges (AAMC) database. Surveyed were 153 women and 263 men first appointed between 1979 and 1981, matched for institutions of original faculty appointment. Academic rank achieved, career preparation, academic resources at first appointment, familial responsibilities, and academic productivity. After a mean of 11 years on a medical school faculty, 59% of women compared with 83% of men had achieved associate or full professor rank, and 5% of women compared with 23% of men had achieved full professor rank. Women and men reported similar preparation for an academic career, but women began their careers with fewer academic resources. The number of children was not associated with rank achieved. Women worked about 10% fewer hours per week and had authored fewer publications. After adjustment for productivity factors, women remained less likely to be associate or full professors (adjusted odds ratio [OR] = 0.37; 95% confidence interval [CI], 0.21 to 0.66) or to achieve full professor rank (adjusted OR = 0.27; 95% CI, 0.12 to 0.63). Based on the AAMC database, 50% of both women and men originally appointed as faculty members between 1979 and 1981 had left academic medicine by 1991. Women physician medical school faculty are promoted more slowly than men. Gender differences in rank achieved are not explained by productivity or by differential attrition from academic medicine.

  17. Beyond Individual Behaviour Change: The Role of Power, Knowledge and Strategy in Tackling Climate Change

    ERIC Educational Resources Information Center

    Kenis, Anneleen; Mathijs, Erik

    2012-01-01

    Individual behaviour change is fast becoming a kind of "holy grail" to tackle climate change, in environmental policy, the environmental movement and academic literature. This is contested by those who claim that social structures are the main problem and who advocate collective social action. The objective of the research presented in…

  18. Developing Mathematical Understanding and Students with Emotional and Behavioural Disorders: A Review of the Literature

    ERIC Educational Resources Information Center

    Tan, Paulo

    2016-01-01

    Recent shifts in focus on academic interventions for students diagnosed with emotional and behavioural disorders (EBD) create a need to evaluate existing interventional research in content areas such as mathematics. Literature reviews in the area of mathematics interventions for students with EBD have mostly focused on the outcomes and the rigour…

  19. Confidence as Bayesian Probability: From Neural Origins to Behavior.

    PubMed

    Meyniel, Florent; Sigman, Mariano; Mainen, Zachary F

    2015-10-07

    Research on confidence spreads across several sub-fields of psychology and neuroscience. Here, we explore how a definition of confidence as Bayesian probability can unify these viewpoints. This computational view entails that there are distinct forms in which confidence is represented and used in the brain, including distributional confidence, pertaining to neural representations of probability distributions, and summary confidence, pertaining to scalar summaries of those distributions. Summary confidence is, normatively, derived or "read out" from distributional confidence. Neural implementations of readout will trade off optimality versus flexibility of routing across brain systems, allowing confidence to serve diverse cognitive functions. Copyright © 2015 Elsevier Inc. All rights reserved.

  20. Academic Career Selection and Retention in Radiation Oncology: The Joint Center for Radiation Therapy Experience

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Balboni, Tracy A.; Chen, M.-H.; Harris, Jay R.

    2007-05-01

    Purpose: The United States healthcare system has witnessed declining reimbursement and increasing documentation requirements for longer than 10 years. These have decreased the time available to academic faculty for teaching and mentorship. The impact of these changes on the career choices of residents is unknown. The purpose of this report was to determine whether changes have occurred during the past decade in the proportion of radiation oncology trainees from a single institution entering and staying in academic medicine. Methods and Materials: We performed a review of the resident employment experience of Harvard Joint Center for Radiation Therapy residents graduating duringmore » 13 recent consecutive years (n = 48 residents). The outcomes analyzed were the initial selection of an academic vs. nonacademic career and career changes during the first 3 years after graduation. Results: Of the 48 residents, 65% pursued an academic career immediately after graduation, and 44% remained in academics at the last follow-up, after a median of 6 years. A later graduation year was associated with a decrease in the proportion of graduates immediately entering academic medicine (odds ratio, 0.78; 95% confidence interval, 0.65-0.94). However, the retention rate at 3 years of those who did immediately enter academics increased with a later graduation year (p = 0.03). Conclusion: During a period marked by notable changes in the academic healthcare environment, the proportion of graduating Harvard Joint Center for Radiation Therapy residents pursuing academic careers has been declining; however, despite this decline, the retention rates in academia have increased.« less

  1. Chronic sleep reduction is associated with academic achievement and study concentration in higher education students.

    PubMed

    van der Heijden, Kristiaan B; Vermeulen, Marije C M; Donjacour, Claire E H M; Gordijn, Marijke C M; Hamburger, Hans L; Meijer, Anne M; van Rijn, Karin J; Vlak, Monique; Weysen, Tim

    2018-04-01

    Inadequate sleep impairs cognitive function and has been associated with worse academic achievement in higher education students; however, studies that control for relevant background factors and include knowledge on sleep hygiene are scarce. This study examined the association of chronic sleep reduction (i.e. symptoms of chronic sleep reduction such as shortness of sleep, sleepiness and irritation), subjective sleep quality and sleep hygiene knowledge with academic achievement (grades and study credits) and study concentration among 1378 higher education students (71% female, mean age 21.73 years, SD = 3.22) in the Netherlands. Demographic, health, lifestyle and study behaviour characteristics were included as covariates in hierarchical regression analyses. After controlling for significant covariates, only chronic sleep reduction remained a significant predictor of lower grades (last exam, average in current academic year). Better sleep quality and sleep hygiene knowledge were associated with better academic achievement, but significance was lost after controlling for covariates, except for a remaining positive association between sleep hygiene beliefs and grades in the current academic year. Moreover, better sleep quality and lower scores on chronic sleep reduction were associated with better study concentration after controlling for significant covariates. To conclude, chronic sleep reduction is associated with academic achievement and study concentration in higher education students. Inadequate sleep hygiene knowledge is moderately associated with worse academic achievement. Future research should investigate whether sleep hygiene interventions improve academic achievement in students of higher education. © 2017 European Sleep Research Society.

  2. Academic disintegrity among medical students: a randomised response technique study.

    PubMed

    Mortaz Hejri, Sameh; Zendehdel, Kazem; Asghari, Fariba; Fotouhi, Akbar; Rashidian, Arash

    2013-02-01

    Medical students, as tomorrow's doctors, are responsible for their patients' health; cheating may affect their academic knowledge and clinical skills. The main purpose of this study was to investigate the frequency of and attitudes towards academic disintegrity among medical students at Tehran University of Medical Sciences (TUMS). Anonymous questionnaires including questions about various types of academic disintegrity were distributed among medical students during the clerkship and internship phases of the curriculum. Randomised response technique (RRT) was used to maintain the responders' privacy. Because the study design guaranteed the confidentiality of respondents, the TUMS Institutional Review Board declared that formal ethical approval was not required. A total of 124 students were enrolled in this study, of whom 63 were in the clerkship phase and 61 were in the internship phase. Of these respondents, 29% (n = 36) were male. The most frequently reported type of academic disintegrity was found to be 'impersonating an absent student in a class' (93%) and the least frequent to be 'legitimising absences by using bribes' (5%). Only a small number of interns considered 'buying hospital shifts', 'selling hospital shifts', 'impersonating an absent student' and 'helping others to cheat in examinations' as representing academic disintegrity. Approximately one third of participants stated that the RRT increased their confidence in anonymity and 90% of students found the use of RRT not difficult. Academic integrity is widely disrespected in different ways among medical students. Effective policies and interventions are required to control these misbehaviours in future doctors in order to optimise medical practice. Almost all respondents found it not difficult to use the RRT; the technique proved to be an effective and easily applied method of eliciting truthful responses to sensitive questions and represents an alternative to conventional anonymising techniques.

  3. How to incorporate academic writing pedagogy in undergraduate and postgraduate medical education.

    PubMed

    Kostenko, Viktoriia G; Solohor, Iryna M

    2018-01-01

    Introduction: Medical researchers, who are non-native English speakers, are facing now the growing need to publish their research results in international journals switching to an English-only policy, to apply for grants and scholarship, but at the same time this puts many authors whose native language is not English at a disadvantage compared to their English-speaking counterparts. The aim: This paper aims at analysing the existing parameters of academic writing proficiency of medical undergraduate and postgraduate students; elucidating current approaches to develop academic writing competency and to promote academic multi-literacy of junior researchers, and outlining the general recommendations to improve the quality and sophistication of their writing by incorporating the principles and achievements of academic writing pedagogy into the system of medical training. Materials and methods: This study is an empirical applied research of a qualitative type mainly based on data elicited from informants (n=120) of the Ukrainian Medical Stomatological Academy aged from 20 - 35. Results and conclusions: All participants were able to identify personal problem areas, and virtually all they note dissatisfaction with the use of English in their scholarly writing. They stated the obvious difficulties in sentence patterns and keeping tone of scientific narrative format. Writing in genres other than original research articles seems to be quite demanding and is often associated with the lack of self-confidence and language anxiety. Attention to developing academic writing skills should focus on the basic elements of academic writing, characteristics of written genres across the disciplines, providing a framework in which expert and practical knowledge is internally organized.

  4. Observations and Student Perceptions of the Quality of Preservice Teachers' Teaching Behaviour: Construct Representation and Predictive Quality

    ERIC Educational Resources Information Center

    Maulana, Ridwan; Helms-Lorenz, Michelle

    2016-01-01

    Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers' teaching…

  5. “Junk food” diet and childhood behavioural problems: Results from the ALSPAC cohort

    PubMed Central

    Wiles, Nicola J; Northstone, Kate; Emmett, Pauline; Lewis, Glyn

    2007-01-01

    Objective To determine whether a “junk food” diet at age 4½ is associated with behavioural problems at age 7. Subjects and Methods Data on approximately 4000 children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC), a birth cohort recruited in Avon, UK in 1991/92, were used. Behavioural problems were measured at age 7 using the Strengths & Difficulties Questionnaire (SDQ) (maternal completion). Total difficulties and scores for the 5 sub-scales (hyperactivity, conduct & peer problems, emotional symptoms, & prosocial behaviour) were calculated. Principal components analysis of dietary data (frequency of consumption of 57 foods/drinks) collected at age 4½ by maternal report was used to generate a “junk food” factor. Data on confounders were available from questionnaires. Results A one standard deviation increase in “junk food” intake at age 4½ years was associated with increased hyperactivity at age 7 (odds ratio: 1.19 (95% confidence interval: 1.10, 1.29)). This persisted after adjustment for confounders including IQ score (odds ratio: 1.13 (95% confidence interval: 1.01, 1.15)). There was little evidence to support an association between “junk food” intake and overall behavioural difficulties or other sub-scales of the SDQ. Conclusions Children eating a diet high in “junk food” in early childhood were more likely to be in the top 33% on the SDQ hyperactivity sub-scale at age 7. This may reflect a long-term nutritional imbalance, or differences in parenting style. This finding requires replication before it can provide an avenue for intervention. PMID:18059416

  6. Parenting gifted and talented children: what are the key child behaviour and parenting issues?

    PubMed

    Morawska, Alina; Sanders, Matthew R

    2008-09-01

    The literature on gifted and talented children is limited. Little is known about the types and nature of difficulties experienced by gifted and talented children, and even less known about parenting issues related to parenting a gifted and talented child. The aim of the present study was to describe children's behavioural and emotional adjustment, and the factors that contribute to children's difficulties, as well as to examine the styles of discipline used by parents of gifted and talented children and their level of confidence in managing specific parenting tasks. A survey of parents of gifted and talented children was conducted, with 211 parents meeting criteria for the study. For a community sample, in general gifted and talented children exhibit no more behavioural difficulties than do other children. But children in this sample seemed to show higher levels of emotional symptoms and peer problems. Children's behavioural and emotional difficulties were best predicted by parenting factors, particularly parental confidence. Parents reported that they were less likely to be permissive with their child, but they tended to use a more authoritarian style of parenting characterized by lecturing and a strong reaction to any problems. There are a number of implications for future research, clinical practice, and the development of parenting interventions for this group of parents.

  7. Associations between school difficulties and health-related problems and risky behaviours in early adolescence: A cross-sectional study in middle-school adolescents in France.

    PubMed

    Chau, Kénora; Kabuth, Bernard; Causin-Brice, Odile; Delacour, Yves; Richoux-Picard, Catherine; Verdin, Monique; Armand, Isabelle; Chau, Nearkasen

    2016-10-30

    Health-related problems and risky behaviours (substance use) are frequent in adolescents, may alter their physical and mental capabilities, and may thus generate school absenteeism, low academic performance, and school dropout ideation. This study assessed their associations and the contribution of socioeconomic factors among 1559 middle-school adolescents (mean age 13.5+1.3) from north-eastern France. They completed a questionnaire including socioeconomic characteristics, health-related problems (poor physical health, psychological health, social relationships, and living environment) assessed with the World Health Organization's quality of life measure (score<25th percentile), risky behaviours, school absences during the present school year, last-trimester academic performance, and school dropout ideation. Data were analysed using logistic regression models. School absenteeism was frequent (12.6% of subjects for 8-14 days, and 6.0% for ≥15 days); 8.2% of subjects had low academic performance (average school-mark <10/20) and 3.9% school dropout ideation. All school difficulties were strongly associated with all health-related problems (gender-age-school-level-adjusted odds ratios gasOR between 1.5 and 4.2), and with risky behaviours (gasOR between 1.4 and 14). Socioeconomic factors differently contributed to these associations (contribution reaching 77%). Policy makers, schools, physicians and parents should be more aware of the problems and help adolescents to reduce health-related problems and risky behaviours and to increase resilience. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. Gender, school and academic year differences among Spanish university students at high-risk for developing an eating disorder: An epidemiologic study

    PubMed Central

    Sepulveda, Ana R; Carrobles, Jose A; Gandarillas, Ana M

    2008-01-01

    Background The aim of this study was to assess the magnitude of the university population at high-risk of developing an eating disorder and the prevalence of unhealthy eating attitudes and behaviours amongst groups at risk; gender, school or academic year differences were also explored. Methods A cross-sectional study based on self-report was used to screen university students at high-risk for an eating disorder. The sample size was of 2551 university students enrolled in 13 schools between the ages of 18 and 26 years. The instruments included: a social-demographic questionnaire, the Eating Disorders Inventory (EDI), the Body Shape Questionnaire (BSQ), the Symptom Check List 90-R (SCL-90-R), and the Self-Esteem Scale (RSE). The sample design is a non-proportional stratified sample by academic year and school. The prevalence rate was estimated controlling academic year and school. Logistic regression analysis was used to investigate adjusted associations between gender, school and academic year. Results Female students presented unhealthy weight-control behaviours as dieting, laxatives use or self-induced vomiting to lose weight than males. A total of 6% of the females had a BMI of 17.5 or less or 2.5% had amenorrhea for 3 or more months. In contrast, a higher proportion of males (11.6%) reported binge eating behaviour. The prevalence rate of students at high-risk for an eating disorder was 14.9% (11.6–18) for males and 20.8% (18.7–22.8) for females, according to an overall cut-off point on the EDI questionnaire. Prevalence rates presented statistically significant differences by gender (p < 0.001) but not by school or academic year. Conclusion The prevalence of eating disorder risk in university students is high and is associated with unhealthy weight-control practices, similar results have been found in previous studies using cut-off points in questionnaires. These results may be taken into account to encourage early detection and a greater awareness for

  9. Academic Productivity as Perceived by Malaysian Academics

    ERIC Educational Resources Information Center

    Hassan, Aminuddin; Tymms, Peter; Ismail, Habsah

    2008-01-01

    The purpose of this research is to explore the perspectives of Malaysian academics in relation to academic productivity and some factors affecting it. A large scale online questionnaire was used to gather information from six public universities. The most productive role in the eyes of the academics was found to be teaching, with research and…

  10. The Academic Structure in Japan: Institutional Hierarchy and Academic Mobility.

    ERIC Educational Resources Information Center

    Arimoto, Akira

    The characteristics of the Japanese academic structure are examined with attention to the evolution of institutional hierarchy, the closed academic structure, and the effects of the academic structure upon academic research. The evolution of Japan's institutional hierarchy in academics has been tightly related to factors of nationalism,…

  11. Valuing the human asset - the impact of university placements on academic performance and graduate employment amongst management students

    NASA Astrophysics Data System (ADS)

    Brooks, R.

    2012-05-01

    The employment market for graduates is competitive with employers requiring appropriate work experience in addition to academic qualifications. Sandwich courses, where up to a year is spent in industry, provide an opportunity for structured work experience to be gained alongside studying. Benefits of placements include improved academic performance and the development of transferable skills to increase employability. This paper evaluates the impact of placements on academic performance and graduate employment among management students. Analysing performance data and graduate destinations data, results indicate that management students completing a placement are more likely to perform better academically with improvements in their personal grades between year 2 and the final year. Additionally, a qualitative themed analysis of student experiences indicates placement students feel more confident in engaging with the graduate recruitment process, with a better understanding of their personal skills and an ability to articulate their experience in relation to the workplace.

  12. Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies.

    PubMed

    Todhunter, Fern

    2015-07-01

    To report on the relationship between competence and confidence in nursing students as users of information and communication technologies, using principal components analysis. In nurse education, learning about and learning using information and communication technologies is well established. Nursing students are one of the undergraduate populations in higher education required to use these resources for academic work and practice learning. Previous studies showing mixed experiences influenced the choice of an exploratory study to find out about information and communication technologies competence and confidence. A 48-item survey questionnaire was administered to a volunteer sample of first- and second-year nursing students between July 2008-April 2009. The cohort ( N  =   375) represented 18·75% of first- and second-year undergraduates. A comparison between this work and subsequent studies reveal some similar ongoing issues and ways to address them. A principal components analysis (PCA) was carried out to determine the strength of the correlation between information and communication technologies competence and confidence. The aim was to show the presence of any underlying dimensions in the transformed data that would explain any variations in information and communication technologies competence and confidence. Cronbach's alpha values showed fair to good internal consistency. The five component structure gave medium to high results and explained 44·7% of the variance in the original data. Confidence had a high representation. The findings emphasized the shift towards social learning approaches for information and communication technologies. Informal social collaboration found favour with nursing students. Learning through talking, watching and listening all play a crucial role in the development of computing skills.

  13. Bridging Marketing Theory and Practice for Consumer Behaviour Master's Students: A Case Study from Sweden

    ERIC Educational Resources Information Center

    Sundstrom, Malin; Hagberg, Johan

    2010-01-01

    This paper describes the planning, implementation and outcome of a graduate-level consumer behaviour course taught in autumn 2008 at the University of Boras in Sweden. The course was jointly developed by marketing academics and business representatives in order to combine research-oriented studies with practical experience in a retail context. The…

  14. Behavioural treatment for chronic low-back pain.

    PubMed

    Henschke, Nicholas; Ostelo, Raymond Wjg; van Tulder, Maurits W; Vlaeyen, Johan Ws; Morley, Stephen; Assendelft, Willem Jj; Main, Chris J

    2010-07-07

    no more effective than inpatient rehabilitation alone. For patients with CLBP, there is moderate quality evidence that in the short-term, operant therapy is more effective than waiting list and behavioural therapy is more effective than usual care for pain relief, but no specific type of behavioural therapy is more effective than another. In the intermediate- to long-term, there is little or no difference between behavioural therapy and group exercises for pain or depressive symptoms. Further research is likely to have an important impact on our confidence in the estimates of effect and may change the estimates.

  15. Communication confidence in persons with aphasia.

    PubMed

    Babbitt, Edna M; Cherney, Leora R

    2010-01-01

    Communication confidence is a construct that has not been explored in the aphasia literature. Recently, national and international organizations have endorsed broader assessment methods that address quality of life and include participation, activity, and impairment domains as well as psychosocial areas. Individuals with aphasia encounter difficulties in all these areas on a daily basis in living with a communication disorder. Improvements are often reflected in narratives that are not typically included in standard assessments. This article illustrates how a new instrument measuring communication confidence might fit into a broad assessment framework and discusses the interaction of communication confidence, autonomy, and self-determination for individuals living with aphasia.

  16. Confidence and Competence with Mathematical Procedures

    ERIC Educational Resources Information Center

    Foster, Colin

    2016-01-01

    Confidence assessment (CA), in which students state alongside each of their answers a confidence level expressing how certain they are, has been employed successfully within higher education. However, it has not been widely explored with school pupils. This study examined how school mathematics pupils (N?=?345) in five different secondary schools…

  17. Peer teaching and information retrieval: the role of the NICE Evidence search student champion scheme in enhancing students' confidence.

    PubMed

    Sbaffi, Laura; Hallsworth, Elaine; Weist, Anne

    2018-03-01

    This research reports on the NICE Evidence search (ES) student champion scheme (SCS) first five years of activity (2011-2016) in terms of its impact on health care undergraduate students' information search skills and search confidence. A review of students' evaluation of the scheme was carried out to chart the changes in attitude towards NICE Evidence search as an online health care information source and to monitor students' approach to information seeking. This study is based on the results of questionnaires distributed to students before and after attending a training session on NICE Evidence search delivered by their own peers. The exercise was implemented in health related universities in England over a period of five consecutive academic years. (i) Students' search confidence improved considerably after the training; (ii) ES was perceived as being an increasingly useful resource of evidence based information for their studies; (iii) the training helped students develop discerning search skills and use evidence based information sources more consistently and critically. The NICE SCS improves confidence in approaching information tasks amongst health care undergraduate students. Future developments could involve offering the training at the onset of a course of study and adopting online delivery formats to expand its geographical reach. © 2018 Health Libraries Group.

  18. "Yes, we can!" review on team confidence in sports.

    PubMed

    Fransen, Katrien; Mertens, Niels; Feltz, Deborah; Boen, Filip

    2017-08-01

    During the last decade, team confidence has received more and more attention in the sport psychology literature. Research has demonstrated that athletes who are more confident in their team's abilities exert more effort, set more challenging goals, are more resilient when facing adversities, and ultimately perform better. This article reviews the existing literature in order to provide more clarity in terms of the conceptualization and the operationalization of team confidence. We thereby distinguish between collective efficacy (i.e., process-oriented team confidence) and team outcome confidence (i.e., outcome-oriented team confidence). In addition, both the sources as well as the outcomes of team confidence will be discussed. Furthermore, we will go deeper into the dispersion of team confidence and we will evaluate the current guidelines on how to measure both types of team confidence. Building upon this base, the article then highlights interesting avenues for future research in order to further improve both our theoretical knowledge on team confidence and its application to the field. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Behavioural and Cognitive Psychotherapy: A Descriptive Review (2000 to July 2016).

    PubMed

    Caro Gabalda, Isabel

    2017-07-01

    The Behavioural and Cognitive Psychotherapy (BCP) Journal is the main academic publication of the British Association for Behavioural and Cognitive Psychotherapies. It publishes empirical studies, reviews and theoretical papers, brief reports and single cases. To describe the main areas of interest and focus in BCP papers. All the papers published in BCP from 2000 to July 2016 were analysed. A categorization procedure was followed with 813 contributions in six main areas: main author country; main author gender; kind of contribution; kind of therapeutic approaches; kind of samples; kind of focus/topic. Although the journal's scope is international, first authors tend to come from English-speaking countries. Since 2009, females contribute more than males. Empirical studies surpass theoretical studies and reviews, while the main therapy denomination is cognitive behavioural therapy. Variability of samples is wide, and ranges from analogues to main disorders. Finally, the main focus of papers is to study change and psychopathology, therapists' training and improvement of CBT. Given the total number of categorized papers, it can be tentatively assumed that they could exemplify some main areas of interest and evolvement in the cognitive and behavioural field.

  20. Productive procrastination: academic procrastination style predicts academic and alcohol outcomes.

    PubMed

    Westgate, Erin C; Wormington, Stephanie V; Oleson, Kathryn C; Lindgren, Kristen P

    2017-03-01

    Productive procrastination replaces one adaptive behavior with another adaptive-albeit less important-behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles- non-procrastinators , academic productive procrastinators , non-academic productive procrastinators, non-academic procrastinators , and classic procrastinators . Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps < .01). Non-procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts.

  1. Productive procrastination: academic procrastination style predicts academic and alcohol outcomes

    PubMed Central

    Westgate, Erin C.; Wormington, Stephanie V.; Oleson, Kathryn C.; Lindgren, Kristen P.

    2017-01-01

    Productive procrastination replaces one adaptive behavior with another adaptive—albeit less important—behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles—non-procrastinators, academic productive procrastinators, non-academic productive procrastinators, non-academic procrastinators, and classic procrastinators. Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps < .01). Non-procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts. PMID:28804158

  2. Academic Hospitality

    ERIC Educational Resources Information Center

    Phipps, Alison; Barnett, Ronald

    2007-01-01

    Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

  3. Sex differences in confidence influence patterns of conformity.

    PubMed

    Cross, Catharine P; Brown, Gillian R; Morgan, Thomas J H; Laland, Kevin N

    2017-11-01

    Lack of confidence in one's own ability can increase the likelihood of relying on social information. Sex differences in confidence have been extensively investigated in cognitive tasks, but implications for conformity have not been directly tested. Here, we tested the hypothesis that, in a task that shows sex differences in confidence, an indirect effect of sex on social information use will also be evident. Participants (N = 168) were administered a mental rotation (MR) task or a letter transformation (LT) task. After providing an answer, participants reported their confidence before seeing the responses of demonstrators and being allowed to change their initial answer. In the MR, but not the LT, task, women showed lower levels of confidence than men, and confidence mediated an indirect effect of sex on the likelihood of switching answers. These results provide novel, experimental evidence that confidence is a general explanatory mechanism underpinning susceptibility to social influences. Our results have implications for the interpretation of the wider literature on sex differences in conformity. © 2016 The British Psychological Society.

  4. Examining the Effect of Positive Behaviour Support on Academic Achievement of Students with Disabilities

    ERIC Educational Resources Information Center

    Chitiyo, Morgan; Makweche-Chitiyo, Plaxedes; Park, Meungguk; Ametepee, Lawrence K.; Chitiyo, Jonathan

    2011-01-01

    Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive…

  5. Academic Self-Perception and Its Relationship to Academic Performance

    ERIC Educational Resources Information Center

    Stringer, Ronald W.; Heath, Nancy

    2008-01-01

    One hundred and fifty-five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self-perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children's self-perceptions of academic competence accounted…

  6. Self-reported maternal parenting style and confidence and infant temperament in a multi-ethnic community: results from the Born in Bradford cohort.

    PubMed

    Prady, Stephanie L; Kiernan, Kathleen; Fairley, Lesley; Wilson, Sarah; Wright, John

    2014-03-01

    Ethnic minority children in the United Kingdom often experience health disadvantage. Parenting influences children's current and future health, but little is known about whether parenting behaviours and mother's perception of her infant vary by ethnicity. Using the Born in Bradford (BiB) birth cohort, which is located in an ethnically diverse and economically deprived UK city, we conducted a cross-sectional analysis of mother's self-reported parenting confidence, self-efficacy, hostility and warmth, and infant temperament at six months of age. We examined responses from women of Pakistani (N = 554) and White British (N = 439) origin. Pakistani mothers reported feeling more confident about their abilities as a parent. Significantly fewer Pakistani women adopted a hostile approach to parenting, an effect that was attenuated after adjustment for socioeconomic status and mental health. Overall, women with more self-efficacious, warm and less hostile parenting styles reported significantly fewer problems with their infant's temperaments. Of women with higher self-efficacy parenting styles, Pakistani mothers were significantly more likely than White British mothers to report more problematic infant temperaments, although absolute differences were small. It is unlikely that the ethnic variation seen in children's cognitive and behavioural outcomes in childhood is attributable to differences in parenting or infant characteristics reported at six months.

  7. Peer Victimization and Academic Performance in Primary School Children.

    PubMed

    Mundy, Lisa K; Canterford, Louise; Kosola, Silja; Degenhardt, Louisa; Allen, Nicholas B; Patton, George C

    Peer victimization is a common antecedent of poor social and emotional adjustment. Its relationship with objectively measured academic performance is unclear. In this study we aimed to quantify the cross-sectional associations between peer victimization and academic performance in a large population sample of children. Eight- to 9-year-old children were recruited from a stratified random sample of primary schools in Australia. Academic performance was measured on a national achievement test (1 year of learning equals 40 points). Physical and verbal victimization were measured according to child self-report. Multilevel mixed-effects linear regression analyses were conducted. For female children, verbal victimization was associated with poorer academic performance on writing (β = 17.2; 95% confidence interval [CI], -28.2 to -6.2) and grammar/punctuation (β = -20.8; 95% CI, -40.1 to -1.6). Physical victimization was associated with poorer performance on numeracy (male children: β = -29.0; 95% CI, -53.8 to -4.1; female children: β = -30.1; 95% CI, -56.6 to -3.5), and writing (female children: β = -21.5; 95% CI, -40.4 to -2.7). Verbal and physical victimization were associated with poorer performance on reading (male children: β = -31.5; 95% CI, -59.9 to -3.1; female children: β = -30.2; 95% CI, -58.6 to -1.8), writing (female children: β = -25.5; 95% CI, -42.8 to -8.2), spelling (female children: β = -32.3; 95% CI, -59.6 to -4.9), and grammar/punctuation (female children: β = -32.2; 95% CI, -62.4 to -2.0). Children who were physically victimized were 6 to 9 months behind their non-victimized peers on measures of academic performance. There are growing reasons for education systems to invest in the prevention of bullying and promotion of positive peer relationships from the earliest years of school. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  8. An exploration of the motivation of pregnant women to perform pelvic floor exercises using the revised theory of planned behaviour.

    PubMed

    Whitford, Heather M; Jones, Martyn

    2011-11-01

    To investigate the motivation of pregnant women towards the practice of pelvic floor exercises during pregnancy using the revised Theory of Planned Behaviour (RTPB), incorporating measures of past behaviour. Longitudinal cohort study. Women (n= 289) attending antenatal clinics in the North-East of Scotland were interviewed in the third trimester of pregnancy regarding their practice of pelvic floor exercises. Beliefs and attitudes about the exercises were investigated by self-administered questionnaire using the RTPB as a framework. A follow-up postal questionnaire was sent between 6 and 12 months after delivery. TPB variables (attitude, subjective norm, and self-efficacy) explained 53.1% of the variance in intention to practise pelvic floor exercises during pregnancy. Perceived vulnerability to incontinence (attitude to the current behaviour) had no relationship with intention. Measures of past behaviour significantly improved the percentage of explained variance in intention. Confidence in ability to perform pelvic floor exercises correctly (self-efficacy) reliably predicted subsequent practice. Future compliance with pelvic floor exercises may be enhanced by effective instruction to enhance confidence in ability to contract the correct muscles and promotion of measures to help establish a habit of exercising the pelvic floor muscles. ©2011 The British Psychological Society.

  9. Association between Physical Inactivity and Academic Record in Korean Adolescents

    PubMed Central

    Shin, Yi-Soo; So, Wi-Young

    2012-01-01

    Background: The purpose of this study was to investigate the association between physical inactivity and academic record in Korean adolescents. Methods: Adolescent students from the first grade of middle school to the third grade of high school (n=75,066) participated in the 5th Korea Youth Risk Behavior Web-based Survey project in 2009. The association between physical inactivity and academic record was assessed using multivariate logistic regression analysis after adjusting for gender, age, body mass index, family’s socioeconomic status, parents’ education level, and frequency of vigorous or moderate physical activity (PA) as well as muscular strength exercises. Results: During weekdays, the odds ratios (ORs) (95% confidence interval [CI]) for reporting a higher than average academic record, as compared with <1 hour of physical inactivity per day, was 0.796 (0.761–0.832, for ≥1 to <2 hours, 0.632 (0.603–0.663, for ≥2 to <3 hours, 0.567 (0.535–0.601, for ≥3 to <4 hours, and 0.494 (0.468–0.522, P < 0.001 for all cases) for ≥4 hours of physical inactivity per day. During the weekends, the ORs (95% CI) for reporting a higher than average academic record, as compared with <1 hour of physical inactivity per day, were 0.901 (0.848–0.957, P = 0.001) for ≥3 to <4 hours and 0.785 (0.743–0.830, P < 0.001) for ≥4 hours of physical inactivity per day. Conclusion: Korean adolescents who spend more time engaged in physical inactivity are predisposed to a below-average academic record. PMID:23308350

  10. The status of women at one academic medical center. Breaking through the glass ceiling.

    PubMed

    Nickerson, K G; Bennett, N M; Estes, D; Shea, S

    1990-10-10

    Despite recent gains in admission to medical school and in obtaining junior faculty positions, women remain underrepresented at senior academic ranks and in leadership positions in medicine. This discrepancy has been interpreted as evidence of a "glass ceiling" that prevents all but a few exceptional women from gaining access to leadership positions. We analyzed data from Columbia University College of Physicians & Surgeons, New York, NY, for all faculty hired from 1969 through 1988 and found that the likelihood of promotion on the tenure track was 0.40 for women and 0.48 for men (ratio, 0.82; 95% confidence interval, 0.56 to 1.20); on the clinical track the likelihood of promotion was 0.75 for women and 0.72 for men (ratio, 1.04; 95% confidence interval, 0.56 to 1.94). Additional analysis of current faculty showed that in the academic year 1988-1989 the proportion of women at each tenure track rank at the College of Physicians & Surgeons equaled or exceeded the national proportion of women graduating from medical school, once allowance was made for the average time lag necessary to attain each rank. On the clinical track women were somewhat overrepresented, particularly at the junior rank. National data that describe medical school faculty, which combine tenure and clinical tracks, showed that in 1988 women were proportionately represented at each rank once the lead time from graduation was considered. We conclude that objective evidence shows that women can succeed and are succeeding in gaining promotions in academic medicine.

  11. Beyond hypercorrection: remembering corrective feedback for low-confidence errors.

    PubMed

    Griffiths, Lauren; Higham, Philip A

    2018-02-01

    Correcting errors based on corrective feedback is essential to successful learning. Previous studies have found that corrections to high-confidence errors are better remembered than low-confidence errors (the hypercorrection effect). The aim of this study was to investigate whether corrections to low-confidence errors can also be successfully retained in some cases. Participants completed an initial multiple-choice test consisting of control, trick and easy general-knowledge questions, rated their confidence after answering each question, and then received immediate corrective feedback. After a short delay, they were given a cued-recall test consisting of the same questions. In two experiments, we found high-confidence errors to control questions were better corrected on the second test compared to low-confidence errors - the typical hypercorrection effect. However, low-confidence errors to trick questions were just as likely to be corrected as high-confidence errors. Most surprisingly, we found that memory for the feedback and original responses, not confidence or surprise, were significant predictors of error correction. We conclude that for some types of material, there is an effortful process of elaboration and problem solving prior to making low-confidence errors that facilitates memory of corrective feedback.

  12. The Clustering of Lifestyle Behaviours in New Zealand and their Relationship with Optimal Wellbeing.

    PubMed

    Prendergast, Kate B; Mackay, Lisa M; Schofield, Grant M

    2016-10-01

    The purpose of this research was to determine (1) associations between multiple lifestyle behaviours and optimal wellbeing and (2) the extent to which five lifestyle behaviours-sleep, physical activity, sedentary behaviour, sugary drink consumption, and fruit and vegetable intake-cluster in a national sample. A national sample of New Zealand adults participated in a web-based wellbeing survey. Five lifestyle behaviours-sleep, physical activity, sedentary behaviour, sugary drink consumption, and fruit and vegetable intake-were dichotomised into healthy (meets recommendations) and unhealthy (does not meet recommendations) categories. Optimal wellbeing was calculated using a multi-dimensional flourishing scale, and binary logistic regression analysis was used to calculate the relationship between multiple healthy behaviours and optimal wellbeing. Clustering was examined by comparing the observed and expected prevalence rates (O/E) of healthy and unhealthy two-, three-, four-, and five-behaviour combinations. Data from 9425 participants show those engaging in four to five healthy behaviours (23 %) were 4.7 (95 % confidence interval (CI) 3.8-5.7) times more likely to achieve optimal wellbeing compared to those engaging in zero to one healthy behaviour (21 %). Clustering was observed for healthy (5 %, O/E 2.0, 95 % CI 1.8-2.2) and unhealthy (5 %, O/E 2.1, 95 % CI 1.9-2.3) five-behaviour combinations and for four- and three-behaviour combinations. At the two-behaviour level, healthy fruit and vegetable intake clustered with all behaviours, except sleep which did not cluster with any behaviour. Multiple lifestyle behaviours were positively associated with optimal wellbeing. The results show lifestyle behaviours cluster, providing support for multiple behaviour lifestyle-based interventions for optimising wellbeing.

  13. Attitudes towards suicidal behaviour and associated factors among nursing professionals: A quantitative study.

    PubMed

    Giacchero Vedana, K G; Magrini, D F; Zanetti, A C G; Miasso, A I; Borges, T L; Dos Santos, M A

    2017-11-01

    WHAT IS KNOWN ON THE SUBJECT?: Self-confident health professionals with positive and understanding attitudes can take better care of people with suicidal behaviour, but the factors associated with these attitudes are not known. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: The majority of nursing professionals had no experience or training in mental health or suicide. They were less self-confident and had more negative attitudes. Nurses and nursing assistants who worked before in mental health services were more understanding with people with suicidal behaviour. Nurses and nursing assistants who were working in prehospital services were less self-confident to taking care of people with suicidal behaviour. Some members of the nursing team had already seriously considered committing suicide. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The practicing, support and training in mental health may improve the nurses' attitudes and emotional competencies. It is important to know why few nurses had suicide-related training, despite the relevance of this issue. Training in mental health or suicide need to include attitudinal and emotional competencies. It is important to offer emotional support to emergency nursing professionals. Background The attitudes towards suicide of emergency nurses may affect the care provided. However, the factors associated with these attitudes remain unclear. Objective To investigate attitudes towards suicidal behaviour and associated factors among nursing professionals working in emergency settings. Methods A cross-sectional observational study including 28 nurses and 118 who were nursing assistants employed at two emergency services in Brazil was conducted. Data were collected in 2015 using a self-administered sociodemographic questionnaire and the Suicide Behavior Attitude Questionnaire (SBAQ). Results The majority of participants reported having no experience or training in mental health or suicide. They reported more negative feelings towards the

  14. Maternal Confidence for Physiologic Childbirth: A Concept Analysis.

    PubMed

    Neerland, Carrie E

    2018-06-06

    Confidence is a term often used in research literature and consumer media in relation to birth, but maternal confidence has not been clearly defined, especially as it relates to physiologic labor and birth. The aim of this concept analysis was to define maternal confidence in the context of physiologic labor and childbirth. Rodgers' evolutionary method was used to identify attributes, antecedents, and consequences of maternal confidence for physiologic birth. Databases searched included Ovid MEDLINE, CINAHL, PsycINFO, and Sociological Abstracts from the years 1995 to 2015. A total of 505 articles were retrieved, using the search terms pregnancy, obstetric care, prenatal care, and self-efficacy and the keyword confidence. Articles were identified for in-depth review and inclusion based on whether the term confidence was used or assessed in relationship to labor and/or birth. In addition, a hand search of the reference lists of the selected articles was performed. Twenty-four articles were reviewed in this concept analysis. We define maternal confidence for physiologic birth as a woman's belief that physiologic birth can be achieved, based on her view of birth as a normal process and her belief in her body's innate ability to birth, which is supported by social support, knowledge, and information founded on a trusted relationship with a maternity care provider in an environment where the woman feels safe. This concept analysis advances the concept of maternal confidence for physiologic birth and provides new insight into how women's confidence for physiologic birth might be enhanced during the prenatal period. Further investigation of confidence for physiologic birth across different cultures is needed to identify cultural differences in constructions of the concept. © 2018 by the American College of Nurse-Midwives.

  15. Assured Human-Autonomy Interaction through Machine Self-Confidence

    NASA Astrophysics Data System (ADS)

    Aitken, Matthew

    Autonomous systems employ many layers of approximations in order to operate in increasingly uncertain and unstructured environments. The complexity of these systems makes it hard for a user to understand the systems capabilities, especially if the user is not an expert. However, if autonomous systems are to be used efficiently, their users must trust them appropriately. This purpose of this work is to implement and assess an 'assurance' that an autonomous system can provide to the user to elicit appropriate trust. Specifically, the autonomous system's perception of its own capabilities is reported to the user as the self-confidence assurance. The self-confidence assurance should allow the user to more quickly and accurately assess the autonomous system's capabilities, generating appropriate trust in the autonomous system. First, this research defines self-confidence and discusses what the self-confidence assurance is attempting to communicate to the user. Then it provides a framework for computing the autonomous system's self-confidence as a function of self-confidence factors which correspond to individual elements in the autonomous system's process. In order to explore this idea, self-confidence is implemented on an autonomous system that uses a mixed observability Markov decision process model to solve a pursuit-evasion problem on a road network. The implementation of a factor assessing the goodness of the autonomy's expected performance is focused on in particular. This work highlights some of the issues and considerations in the design of appropriate metrics for the self-confidence factors, and provides the basis for future research for computing self-confidence in autonomous systems.

  16. Nurses' perceptions of transgressive behaviour in care relationships: a qualitative study.

    PubMed

    Vandecasteele, Tina; Debyser, Bart; Van Hecke, Ann; De Backer, Tineke; Beeckman, Dimitri; Verhaeghe, Sofie

    2015-12-01

    To acquire insight into the onset and meaning of transgressive behaviour from the perspective of nurses. Patient aggression towards healthcare providers occurs frequently. Nurses in particular are at risk of encountering aggressive or transgressive behaviour due to the nature, duration and intensity of relationships with patients. This study analysed nurse perspectives with regard to the onset and meaning of transgressive patient behaviour in a general hospital setting. Qualitative research according to the grounded theory method. Data were collected in 2011 through individual interviews with 18 nurses who were selected using purposive and theoretical sampling. Findings revealed that various nurse-patient interactions can result in episodes of transgressive behaviour, depending on the interplay of determining and regulating factors which have been identified at the patient, nurse and ward level. Experiences of transgressive behaviour are influenced by degree of control nurses experience over the provision of care; the degree of patient acceptance of organizational and ward rules, the degree of gratitude and recognition expressed by the patient and the extent of patient regard for the nurse as a person. Factors affecting transgressive experiences were a trusting relationship between patient and nurse; the extent to which patient perspectives are understood; methods of managing transgressive behaviour; and the influence of the team, head nurse and ward culture and habits. The results of this study can support the development of nurses' coping ability and self-confidence to mitigate or prevent experiences of transgressive behaviour. © 2015 John Wiley & Sons Ltd.

  17. Influence of individual and combined healthy behaviours on successful aging.

    PubMed

    Sabia, Séverine; Singh-Manoux, Archana; Hagger-Johnson, Gareth; Cambois, Emmanuelle; Brunner, Eric J; Kivimaki, Mika

    2012-12-11

    Increases in life expectancy make it important to remain healthy for as long as possible. Our objective was to examine the extent to which healthy behaviours in midlife, separately and in combination, predict successful aging. We used a prospective cohort design involving 5100 men and women aged 42-63 years. Participants were free of cancer, coronary artery disease and stroke when their health behaviours were assessed in 1991-1994 as part of the Whitehall II study. We defined healthy behaviours as never smoking, moderate alcohol consumption, physical activity (≥ 2.5 h/wk moderate physical activity or ≥ 1 h/wk vigorous physical activity), and eating fruits and vegetables daily. We defined successful aging, measured over a median 16.3-year follow-up, as good cognitive, physical, respiratory and cardiovascular functioning, in addition to the absence of disability, mental health problems and chronic disease (coronary artery disease, stroke, cancer and diabetes). At the end of follow-up, 549 participants had died and 953 qualified as aging successfully. Compared with participants who engaged in no healthy behaviours, participants engaging in all 4 healthy behaviours had 3.3 times greater odds of successful aging (95% confidence interval [CI] 2.1-5.1). The association with successful aging was linear, with the odds ratio (OR) per increment of healthy behaviour being 1.3 (95% CI 1.2-1.4; population-attributable risk for 1-4 v. 0 healthy behaviours 47%). When missing data were considered in the analysis, the results were similar to those of our main analysis. Although individual healthy behaviours are moderately associated with successful aging, their combined impact is substantial. We did not investigate the mechanisms underlying these associations, but we saw clear evidence of the importance of healthy behaviours for successful aging.

  18. Academic interventions for academic procrastination: A review of the literature.

    PubMed

    Zacks, Shlomo; Hen, Meirav

    2018-01-01

    Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

  19. Analysis of health behaviour change interventions for preventing dental caries delivered in primary schools.

    PubMed

    Adair, P M; Burnside, G; Pine, C M

    2013-01-01

    To improve oral health in children, the key behaviours (tooth brushing and sugar control) responsible for development of dental caries need to be better understood, as well as how to promote these behaviours effectively so they become habitual; and, the specific, optimal techniques to use in interventions. The aim of this paper is to describe and analyse the behaviour change techniques that have been used in primary school-based interventions to prevent dental caries (utilizing a Cochrane systematic review that we have undertaken) and to identify opportunities for improving future interventions by incorporating a comprehensive range of behaviour change techniques. Papers of five interventions were reviewed and data were independently extracted. Results indicate that behaviour change techniques were limited to information-behaviour links, information on consequences, instruction and demonstration of behaviours. None of the interventions were based on behaviour change theory. We conclude that behaviour change techniques used in school interventions to reduce dental caries were limited and focused around providing information about how behaviour impacts on health and the consequences of not developing the correct health behaviours as well as providing oral hygiene instruction. Establishing which techniques are effective is difficult due to poor reporting of interventions in studies. Future design of oral health promotion interventions using behaviour change theory for development and evaluation (and reporting results in academic journals) could strengthen the potential for efficacy and provide a framework to use a much wider range of behaviour change techniques. Future studies should include development and publication of intervention manuals which is becoming standard practice in other health promoting programmes. © 2013 S. Karger AG, Basel.

  20. Overall survival after resection of retroperitoneal sarcoma at academic cancer centers versus community cancer centers: An analysis of the National Cancer Data Base.

    PubMed

    Berger, Nicholas G; Silva, Jack P; Mogal, Harveshp; Clarke, Callisia N; Bedi, Manpreet; Charlson, John; Christians, Kathleen K; Tsai, Susan; Gamblin, T Clark

    2018-02-01

    Operative resection remains the definitive curative therapy for retroperitoneal sarcoma. Data published recently show a correlation between improved outcomes for complex oncologic operations and treatment at academic centers. For large retroperitoneal sarcomas, operative resection can be complex and require multidisciplinary care. We hypothesized that survival rates vary between type of treating center for patients undergoing resection for retroperitoneal sarcoma. Patients with stage I to III nonmetastatic retroperitoneal sarcomas who underwent operative resection were identified from the National Cancer Database during the years 2004-2013. Treating centers were categorized as academic cancer centers or community cancer centers. Overall survival was analyzed by log-rank test and graphed using Kaplan-Meier method. A total of 2,762 patients were identified. A majority of patients (59.4%, n = 1,642) underwent resection at an academic cancer centers. Median age at diagnosis was 63 years old. Neoadjuvant radiotherapy was more common at academic cancer centers, while adjuvant radiotherapy was more common at community cancer centers. Improved overall survival was seen at academic cancer centers across all stages compared with community cancer centers (P = .014) but, after multivariable Cox regression analysis, was not a significant independent predictor of survival (hazard ratio = 0.91, 95% confidence interval, 0.79-1.04, P = .171). Academic cancer centers exhibited a greater rate of R0 resection (55.9% vs 47.0%, P < .001) and a lesser odds of positive margins (odds ratio 0.83, 95% confidence interval, 0.69-0.99, P = .044) after multivariable logistic regression. Resection for retroperitoneal sarcoma performed at academic cancer centers was an independent predictor of margin-negative resection but was not a statistically significant factor for survival. This observation suggests that site of care may contribute to some aspect of improved oncologic resection

  1. Learning from the Experts: A Thematic Analysis of Parent's Experiences of Attending a Therapeutic Group for Parents of Children with Learning Disabilities and Challenging Behaviour

    ERIC Educational Resources Information Center

    Thompson-Janes, Emily; Brice, Samuel; McElroy, Rebecca; Abbott, Jennie; Ball, June

    2016-01-01

    The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a…

  2. Academics Transformational Leadership: An Investigation of Heads of Department Leadership Behaviours in Malaysian Public Universities

    ERIC Educational Resources Information Center

    Tahir, Lokman; Abdullah, Tina; Ali, Fadzli; Daud, Khadijah

    2014-01-01

    Presently, the role and the function of universities in Malaysia have been described as being in a state of change. Several strategies have been adopted to assist in the re-branding of higher institutions of learning. As a consequence, an effective model of leadership practices, particularly at the Malaysian academic departmental level, has to be…

  3. Anomalous Evidence, Confidence Change, and Theory Change.

    PubMed

    Hemmerich, Joshua A; Van Voorhis, Kellie; Wiley, Jennifer

    2016-08-01

    A novel experimental paradigm that measured theory change and confidence in participants' theories was used in three experiments to test the effects of anomalous evidence. Experiment 1 varied the amount of anomalous evidence to see if "dose size" made incremental changes in confidence toward theory change. Experiment 2 varied whether anomalous evidence was convergent (of multiple types) or replicating (similar finding repeated). Experiment 3 varied whether participants were provided with an alternative theory that explained the anomalous evidence. All experiments showed that participants' confidence changes were commensurate with the amount of anomalous evidence presented, and that larger decreases in confidence predicted theory changes. Convergent evidence and the presentation of an alternative theory led to larger confidence change. Convergent evidence also caused more theory changes. Even when people do not change theories, factors pertinent to the evidence and alternative theories decrease their confidence in their current theory and move them incrementally closer to theory change. Copyright © 2015 Cognitive Science Society, Inc.

  4. Relations between Young Students' Strategic Behaviours, Domain-Specific Self-Concept, and Performance in a Problem-Solving Situation

    ERIC Educational Resources Information Center

    Dermitzaki, Irini; Leondari, Angeliki; Goudas, Marios

    2009-01-01

    This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and…

  5. The self-consistency model of subjective confidence.

    PubMed

    Koriat, Asher

    2012-01-01

    How do people monitor the correctness of their answers? A self-consistency model is proposed for the process underlying confidence judgments and their accuracy. In answering a 2-alternative question, participants are assumed to retrieve a sample of representations of the question and base their confidence on the consistency with which the chosen answer is supported across representations. Confidence is modeled by analogy to the calculation of statistical level of confidence (SLC) in testing hypotheses about a population and represents the participant's assessment of the likelihood that a new sample will yield the same choice. Assuming that participants draw representations from a commonly shared item-specific population of representations, predictions were derived regarding the function relating confidence to inter-participant consensus and intra-participant consistency for the more preferred (majority) and the less preferred (minority) choices. The predicted pattern was confirmed for several different tasks. The confidence-accuracy relationship was shown to be a by-product of the consistency-correctness relationship: It is positive because the answers that are consistently chosen are generally correct, but negative when the wrong answers tend to be favored. The overconfidence bias stems from the reliability-validity discrepancy: Confidence monitors reliability (or self-consistency), but its accuracy is evaluated in calibration studies against correctness. Simulation and empirical results suggest that response speed is a frugal cue for self-consistency, and its validity depends on the validity of self-consistency in predicting performance. Another mnemonic cue-accessibility, which is the overall amount of information that comes to mind-makes an added, independent contribution. Self-consistency and accessibility may correspond to the 2 parameters that affect SLC: sample variance and sample size.

  6. Academic procrastination and academic performance: An initial basis for intervention.

    PubMed

    Goroshit, Marina

    2018-01-01

    Academic procrastination is a prevalent phenomenon with a range of negative outcomes. Many studies focused on causes and correlates of academic procrastination; however, the study of interventions for academic procrastination is scarce. The present study is an initial effort to study the relationship between academic procrastination, online course participation, and achievement, as a basis for developing an intervention for academic procrastination. Findings indicated that studying procrastination was negatively associated with final exam grade as well as with the three online course participation measures. Final exam grade was positively associated with two of the online course participation measures, and they positively correlated with each other. In addition, results indicated that studying procrastination, in combination with online course participation measures, explained about 50% of variance in final exam's grade. Frequency of activities in course Web site had the strongest positive effect on final exam's grade. These findings strengthen the notion that studying procrastination is an impediment to students' academic performance and outcomes and clarifies the need to develop and study academic interventions for academic procrastination as a means to decrease its prevalence in academic settings.

  7. The status of academic integrity amongst nursing students at a nursing education institution in the Western Cape.

    PubMed

    Theart, Cecilia J; Smit, Ilze

    2012-06-20

    Honesty is regarded as a basic ethical value in all educational programmes, and academic integrity is of undisputed importance in educational environments. The literature reviewed revealed that academic dishonesty is wide-ranging and also encountered in the nursing education environment. This phenomenon is of concern to the nursing fraternity because of the proven positive correlation between unethical academic practices and future unethical professional behaviour. Limited research data regarding academic dishonesty at nursing education institutions in South Africa and this correlation motivated the present study. The purpose was to examine the status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Formulated objectives guided investigation of several variables which impact upon academic integrity, for example the incidence of and student perceptions around academic dishonesty. A quantitative, descriptive survey design was used, with a self-reported questionnaire (based on literature review and study objectives) designed to obtain information about academic dishonesty. Provision was also made for qualitative input from the respondents by including three open-ended questions. It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating associated with plagiarism and assignments was identified as the main problem area. An unacceptably high level of dishonesty in completion of practical records was also an area of concern. The main recommendations are development and implementation of a code of honour and implementation of comprehensive academic integrity policies at the nursing education institution, with practical measures aimed at combating cheating in tests and examinations.

  8. Why Do Academics Use Academic Social Networking Sites?

    ERIC Educational Resources Information Center

    Meishar-Tal, Hagit; Pieterse, Efrat

    2017-01-01

    Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the…

  9. Cochrane review: behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years (Review).

    PubMed

    Furlong, Mairead; McGilloway, Sinead; Bywater, Tracey; Hutchings, Judy; Smith, Susan M; Donnelly, Michael

    2013-03-07

    Early-onset child conduct problems are common and costly. A large number of studies and some previous reviews have focused on behavioural and cognitive-behavioural group-based parenting interventions, but methodological limitations are commonplace and evidence for the effectiveness and cost-effectiveness of these programmes has been unclear. To assess the effectiveness and cost-effectiveness of behavioural and cognitive-behavioural group-based parenting programmes for improving child conduct problems, parental mental health and parenting skills. We searched the following databases between 23 and 31 January 2011: CENTRAL (2011, Issue 1), MEDLINE (1950 to current), EMBASE (1980 to current), CINAHL (1982 to current), PsycINFO (1872 to current), Social Science Citation Index (1956 to current), ASSIA (1987 to current), ERIC (1966 to current), Sociological Abstracts (1963 to current), Academic Search Premier (1970 to current), Econlit (1969 to current), PEDE (1980 to current), Dissertations and Theses Abstracts (1980 to present), NHS EED (searched 31 January 2011), HEED (searched 31 January 2011), DARE (searched 31 January 2011), HTA (searched 31 January 2011), mRCT (searched 29 January 2011). We searched the following parent training websites on 31 January 2011: Triple P Library, Incredible Years Library and Parent Management Training. We also searched the reference lists of studies and reviews. We included studies if: (1) they involved randomised controlled trials (RCTs) or quasi-randomised controlled trials of behavioural and cognitive-behavioural group-based parenting interventions for parents of children aged 3 to 12 years with conduct problems, and (2) incorporated an intervention group versus a waiting list, no treatment or standard treatment control group. We only included studies that used at least one standardised instrument to measure child conduct problems. Two authors independently assessed the risk of bias in the trials and the methodological quality of

  10. Trust, confidence, and the 2008 global financial crisis.

    PubMed

    Earle, Timothy C

    2009-06-01

    The 2008 global financial crisis has been compared to a "once-in-a-century credit tsunami," a disaster in which the loss of trust and confidence played key precipitating roles and the recovery from which will require the restoration of these crucial factors. Drawing on the analogy between the financial crisis and environmental and technological hazards, recent research on the role of trust and confidence in the latter is used to provide a perspective on the former. Whereas "trust" and "confidence" are used interchangeably and without explicit definition in most discussions of the financial crisis, this perspective uses the TCC model of cooperation to clearly distinguish between the two and to demonstrate how this distinction can lead to an improved understanding of the crisis. The roles of trust and confidence-both in precipitation and in possible recovery-are discussed for each of the three major sets of actors in the crisis, the regulators, the banks, and the public. The roles of trust and confidence in the larger context of risk management are also examined; trust being associated with political approaches, confidence with technical. Finally, the various stances that government can take with regard to trust-such as supportive or skeptical-are considered. Overall, it is argued that a clear understanding of trust and confidence and a close examination of the specific, concrete circumstances of a crisis-revealing when either trust or confidence is appropriate-can lead to useful insights for both recovery and prevention of future occurrences.

  11. The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

    ERIC Educational Resources Information Center

    Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

    2013-01-01

    This study examines the mediating influence of academic self-efficacy on the link between perceived academic climate and academic performance among university students. The participants in the study consist of 272 undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate, was developed. To…

  12. Basic Confidence Predictors of Career Decision-Making Self-Efficacy

    ERIC Educational Resources Information Center

    Paulsen, Alisa M.; Betz, Nancy E.

    2004-01-01

    The extent to which Basic Confidence Scales predicted career decision-making self-efficacy was studied in a sample of 627 undergraduate students. Six confidence variables accounted for 49% of the variance in career decision-making self-efficacy. Leadership confidence was the most important, but confidence in science, mathematics, writing, using…

  13. The Reluctant Academic: Early-Career Academics in a Teaching-Orientated University

    ERIC Educational Resources Information Center

    Gale, Helen

    2011-01-01

    This paper is based on research into academic identities amongst early-career academics in a UK post-1992, teaching-orientated university. Literature around academic identity suggests five major academic roles: teaching, research, management, writing and networking. However, this appears to be a picture of an established mid-career academic in a…

  14. Confidence level estimation in multi-target classification problems

    NASA Astrophysics Data System (ADS)

    Chang, Shi; Isaacs, Jason; Fu, Bo; Shin, Jaejeong; Zhu, Pingping; Ferrari, Silvia

    2018-04-01

    This paper presents an approach for estimating the confidence level in automatic multi-target classification performed by an imaging sensor on an unmanned vehicle. An automatic target recognition algorithm comprised of a deep convolutional neural network in series with a support vector machine classifier detects and classifies targets based on the image matrix. The joint posterior probability mass function of target class, features, and classification estimates is learned from labeled data, and recursively updated as additional images become available. Based on the learned joint probability mass function, the approach presented in this paper predicts the expected confidence level of future target classifications, prior to obtaining new images. The proposed approach is tested with a set of simulated sonar image data. The numerical results show that the estimated confidence level provides a close approximation to the actual confidence level value determined a posteriori, i.e. after the new image is obtained by the on-board sensor. Therefore, the expected confidence level function presented in this paper can be used to adaptively plan the path of the unmanned vehicle so as to optimize the expected confidence levels and ensure that all targets are classified with satisfactory confidence after the path is executed.

  15. 49 CFR 1103.23 - Confidences of a client.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 8 2010-10-01 2010-10-01 false Confidences of a client. 1103.23 Section 1103.23... Responsibilities Toward A Client § 1103.23 Confidences of a client. (a) The practitioner's duty to preserve his client's confidence outlasts the practitioner's employment by the client, and this duty extends to the...

  16. Illness perception and adherence to healthy behaviour in Jordanian coronary heart disease patients.

    PubMed

    Mosleh, Sultan M; Almalik, Mona Ma

    2016-06-01

    Patients diagnosed with coronary heart disease are strongly recommended to adopt healthier behaviours and adhere to prescribed medication. Previous research on patients with a wide range of health conditions has explored the role of patients' illness perceptions in explaining coping and health outcomes. However, among coronary heart disease patients, this has not been well examined. The purpose of this study was to explore coronary heart disease patients' illness perception beliefs and investigate whether these beliefs could predict adherence to healthy behaviours. A multi-centre cross-sectional study was conducted at four tertiary hospitals in Jordan. A convenience sample of 254 patients (73% response rate), who visited the cardiac clinic for routine review, participated in the study. Participants completed a self-reported questionnaire, which included the Brief Illness Perception Questionnaire, the Godin Leisure Time Activity questionnaire and the Morisky Medication Adherence Scale. Patients reported high levels of disease understanding (coherence) and they were convinced that they were able to control their condition by themselves and/or with appropriate treatment. Male patients perceived lower consequences (p<0.05) and had a better understanding of their illness than female patients (p<0.001). There were significant associations between increasing age and each of timeline (r=0.326, p<0.001), (r=0.146, p<0.024) and coherence (r=-0.166, p<0.010). Adjusted regression analysis showed that exercise adherence was predicted by both a strong perception in personal control (β 2.66, 95% confidence interval 1.28-4.04), timeline (β -1.85, 95% confidence interval 0. 8-2.88) and illness coherence (β 2.12, 95% confidence interval 0.35-3.90). Medication adherence was predicted by perception of personal control and treatment control. Adherence to a low-fat diet regimen was predicted by perception of illness coherence only (odds ratio 12, 95% confidence interval 1

  17. Undergraduate medical academic performance is improved by scientific training.

    PubMed

    Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

    2017-09-01

    The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  18. Familial Transmission of Educational Plans and the Academic Self-Concept: A Three-Generation Longitudinal Study

    PubMed Central

    Mortimer, Jeylan T.; Zhang, Lei; Wu, Chen-Yu; Hussemann, Jeanette; Johnson, Monica Kirkpatrick

    2016-01-01

    This research investigates the social reproduction of inequality by drawing on prospective longitudinal data from three generations of Youth Development Study respondents. It examines intergenerational influence on the relatively unexplored academic self-concept as well as educational plans, a critical component of the status attainment model. A structural equation model, based on 422 3-generation triads, finds evidence that the sources giving rise to the development of children’s (Generation 3) achievement orientations do not only result from parental (G2) contemporaneous influence. Prior influences implicate grandparent (G1) educational attainment and income, grandparental expectations for the G2 adolescent, the G2 academic self-concept and educational plans measured more than twenty years earlier (in G2’s adolescence), and G2 educational attainment. A familial culture emphasizing academic self-confidence and high educational expectations may be an important component of “family capital” that supports educational attainment and contributes to the maintenance of social class position in each successive generation. PMID:28396611

  19. Familial Transmission of Educational Plans and the Academic Self-Concept: A Three-Generation Longitudinal Study.

    PubMed

    Mortimer, Jeylan T; Zhang, Lei; Wu, Chen-Yu; Hussemann, Jeanette; Johnson, Monica Kirkpatrick

    2017-03-01

    This research investigates the social reproduction of inequality by drawing on prospective longitudinal data from three generations of Youth Development Study respondents. It examines intergenerational influence on the relatively unexplored academic self-concept as well as educational plans, a critical component of the status attainment model. A structural equation model, based on 422 3-generation triads, finds evidence that the sources giving rise to the development of children's (Generation 3) achievement orientations do not only result from parental (G2) contemporaneous influence. Prior influences implicate grandparent (G1) educational attainment and income, grandparental expectations for the G2 adolescent, the G2 academic self-concept and educational plans measured more than twenty years earlier (in G2's adolescence), and G2 educational attainment. A familial culture emphasizing academic self-confidence and high educational expectations may be an important component of "family capital" that supports educational attainment and contributes to the maintenance of social class position in each successive generation.

  20. Objectively measured physical activity has a negative but weak association with academic performance in children and adolescents.

    PubMed

    Esteban-Cornejo, Irene; Tejero-González, Carlos M; Martinez-Gomez, David; Cabanas-Sánchez, Verónica; Fernández-Santos, Jorge R; Conde-Caveda, Julio; Sallis, James F; Veiga, Oscar L

    2014-11-01

    There is an emerging body of evidence on the potential effects of regular physical activity on academic performance. The aim of this study was to add to the debate, by examining the association between objectively measured physical activity and academic performance in a relatively large sample of children and adolescents. The Spanish UP & DOWN study is a 3-year longitudinal study designed to assess the impact, overtime, of physical activity and sedentary behaviours on health indicators. This present analysis was conducted with 1778 children and adolescents aged 6-18 years. Physical activity was objectively measured by accelerometry. Academic performance was assessed using school grades. Physical activity was inversely associated with all academic performance indicators after adjustment for potential confounders, including neonatal variables, fatness and fitness (all p < 0.05). This association became nonsignificant among quartiles of physical activity. There were only slight differences in academic performance between the lowest and the second quartile of physical activity, compared to the highest quartile, with very small effect size (d < 0.20). Objectively measured physical activity may influence academic performance during both childhood and adolescence, but this association was negative and very weak. Longitudinal and intervention studies are necessary to further our understanding. ©2014 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  1. The association between cognition and academic performance in Ugandan children surviving malaria with neurological involvement.

    PubMed

    Bangirana, Paul; Menk, Jeremiah; John, Chandy C; Boivin, Michael J; Hodges, James S

    2013-01-01

    The contribution of different cognitive abilities to academic performance in children surviving cerebral insult can guide the choice of interventions to improve cognitive and academic outcomes. This study's objective was to identify which cognitive abilities are associated with academic performance in children after malaria with neurological involvement. 62 Ugandan children with a history of malaria with neurological involvement were assessed for cognitive ability (working memory, reasoning, learning, visual spatial skills, attention) and academic performance (reading, spelling, arithmetic) three months after the illness. Linear regressions were fit for each academic score with the five cognitive outcomes entered as predictors. Adjusters in the analysis were age, sex, education, nutrition, and home environment. Exploratory factor analysis (EFA) and structural equation models (SEM) were used to determine the nature of the association between cognition and academic performance. Predictive residual sum of squares was used to determine which combination of cognitive scores was needed to predict academic performance. In regressions of a single academic score on all five cognitive outcomes and adjusters, only Working Memory was associated with Reading (coefficient estimate = 0.36, 95% confidence interval = 0.10 to 0.63, p<0.01) and Spelling (0.46, 0.13 to 0.78, p<0.01), Visual Spatial Skills was associated with Arithmetic (0.15, 0.03 to 0.26, p<0.05), and Learning was associated with Reading (0.06, 0.00 to 0.11, p<0.05). One latent cognitive factor was identified using EFA. The SEM found a strong association between this latent cognitive ability and each academic performance measure (P<0.0001). Working memory, visual spatial ability and learning were the best predictors of academic performance. Academic performance is strongly associated with the latent variable labelled "cognitive ability" which captures most of the variation in the individual specific cognitive

  2. What Are Confidence Judgments Made of? Students' Explanations for Their Confidence Ratings and What that Means for Calibration

    ERIC Educational Resources Information Center

    Dinsmore, Daniel L.; Parkinson, Meghan M.

    2013-01-01

    Although calibration has been widely studied, questions remain about how best to capture confidence ratings, how to calculate continuous variable calibration indices, and on what exactly students base their reported confidence ratings. Undergraduates in a research methods class completed a prior knowledge assessment, two sets of readings and…

  3. True and false memories, parietal cortex, and confidence judgments

    PubMed Central

    Urgolites, Zhisen J.; Smith, Christine N.

    2015-01-01

    Recent studies have asked whether activity in the medial temporal lobe (MTL) and the neocortex can distinguish true memory from false memory. A frequent complication has been that the confidence associated with correct memory judgments (true memory) is typically higher than the confidence associated with incorrect memory judgments (false memory). Accordingly, it has often been difficult to know whether a finding is related to memory confidence or memory accuracy. In the current study, participants made recognition memory judgments with confidence ratings in response to previously studied scenes and novel scenes. The left hippocampus and 16 other brain regions distinguished true and false memories when confidence ratings were different for the two conditions. Only three regions (all in the parietal cortex) distinguished true and false memories when confidence ratings were equated. These findings illustrate the utility of taking confidence ratings into account when identifying brain regions associated with true and false memories. Neural correlates of true and false memories are most easily interpreted when confidence ratings are similar for the two kinds of memories. PMID:26472645

  4. What Are Our International Students Telling Us? Further Explorations of a Formative Feedback Intervention, to Support Academic Literacy

    ERIC Educational Resources Information Center

    Burns, Caroline; Foo, Martin

    2014-01-01

    This study reports on a further iteration of an action research cycle, discussed in Burns and Foo (2012, 2013). It explores how formative feedback on academic literacy was used and acted upon, and if a Formative Feedback Intervention (FFI) increased the students' confidence in future assignments. It also considers whether the assignment of a grade…

  5. Academic writing

    NASA Astrophysics Data System (ADS)

    Eremina, Svetlana V.

    2003-10-01

    The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.

  6. Mental illness, challenging behaviour, and psychotropic drug prescribing in people with intellectual disability: UK population based cohort study

    PubMed Central

    Hassiotis, Angela; Walters, Kate; Osborn, David; Strydom, André; Horsfall, Laura

    2015-01-01

    Objectives To describe the incidence of recorded mental illness and challenging behaviour in people with intellectual disability in UK primary care and to explore the prescription of psychotropic drugs in this group. Design Cohort study. Setting 571 general practices contributing data to The Health Improvement Network clinical database. Participants 33 016 adults (58% male) with intellectual disability who contributed 211 793 person years’ data. Main outcome measures Existing and new records of mental illness, challenging behaviour, and psychotropic drug prescription. Results 21% (7065) of the cohort had a record of mental illness at study entry, 25% (8300) had a record of challenging behaviour, and 49% (16 242) had a record of prescription of psychotropic drugs. During follow-up, the rate of new cases of mental illness in people without a history at cohort entry was 262 (95% confidence interval 254 to 271) per 10 000 person years and the rate of challenging behaviour was 239 (231 to 247) per 10 000 person years. The rate of new psychotropic drug prescription in those without a previous history of psychotropic drug treatment was 518 (503 to 533) per 10 000 person years. Rates of new recording of severe mental illness declined by 5% (95% confidence interval 3% to 7%) per year (P<0.001), and new prescriptions of antipsychotics declined by 4% (3% to 5%) per year P<0.001) between 1999 and 2013. New prescriptions of mood stabilisers also decreased significantly. The rate of new antipsychotic prescribing was significantly higher in people with challenging behaviour (incidence rate ratio 2.08, 95% confidence interval 1.90 to 2.27; P<0.001), autism (1.79, 1.56 to 2.04; P<0.001), and dementia (1.42, 1.12 to 1.81; P<0.003) and in those of older age, after control for other sociodemographic factors and comorbidity. Conclusions The proportion of people with intellectual disability who have been treated with psychotropic drugs far exceeds the proportion with

  7. Patients and medical statistics. Interest, confidence, and ability.

    PubMed

    Woloshin, Steven; Schwartz, Lisa M; Welch, H Gilbert

    2005-11-01

    People are increasingly presented with medical statistics. There are no existing measures to assess their level of interest or confidence in using medical statistics. To develop 2 new measures, the STAT-interest and STAT-confidence scales, and assess their reliability and validity. Survey with retest after approximately 2 weeks. Two hundred and twenty-four people were recruited from advertisements in local newspapers, an outpatient clinic waiting area, and a hospital open house. We developed and revised 5 items on interest in medical statistics and 3 on confidence understanding statistics. Study participants were mostly college graduates (52%); 25% had a high school education or less. The mean age was 53 (range 20 to 84) years. Most paid attention to medical statistics (6% paid no attention). The mean (SD) STAT-interest score was 68 (17) and ranged from 15 to 100. Confidence in using statistics was also high: the mean (SD) STAT-confidence score was 65 (19) and ranged from 11 to 100. STAT-interest and STAT-confidence scores were moderately correlated (r=.36, P<.001). Both scales demonstrated good test-retest repeatability (r=.60, .62, respectively), internal consistency reliability (Cronbach's alpha=0.70 and 0.78), and usability (individual item nonresponse ranged from 0% to 1.3%). Scale scores correlated only weakly with scores on a medical data interpretation test (r=.15 and .26, respectively). The STAT-interest and STAT-confidence scales are usable and reliable. Interest and confidence were only weakly related to the ability to actually use data.

  8. Confidence and memory: assessing positive and negative correlations.

    PubMed

    Roediger, Henry L; DeSoto, K Andrew

    2014-01-01

    The capacity to learn and remember surely evolved to help animals solve problems in their quest to reproduce and survive. In humans we assume that metacognitive processes also evolved, so that we know when to trust what we remember (i.e., when we have high confidence in our memories) and when not to (when we have low confidence). However this latter feature has been questioned by researchers, with some finding a high correlation between confidence and accuracy in reports from memory and others finding little to no correlation. In two experiments we report a recognition memory paradigm that, using the same materials (categorised lists), permits the study of positive correlations, zero correlations, and negative correlations between confidence and accuracy within the same procedure. We had subjects study words from semantic categories with the five items most frequently produced in norms omitted from the list; later, subjects were given an old/new recognition test and made confidence ratings on their judgements. Although the correlation between confidence and accuracy for studied items was generally positive, the correlation for the five omitted items was negative in some methods of analysis. We pinpoint the similarity between lures and targets as creating inversions between confidence and accuracy in memory. We argue that, while confidence is generally a useful indicant of accuracy in reports from memory, in certain environmental circumstances even adaptive processes can foster illusions of memory. Thus understanding memory illusions is similar to understanding perceptual illusions: Processes that are usually adaptive can go awry under certain circumstances.

  9. Gender Differences in the Relationship between Academic Procrastination, Satisfaction with Academic Life and Academic Performance

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinç

    2017-01-01

    Introduction: Procrastination has become one of the most researched topics due its adverse effects on the both general and student population in social sciences. The general tendency toward delaying academic tasks has been conceptualized as academic procrastination in academic setting. It is a prevalent issue among students and a numerous students…

  10. Latino adolescents' academic success: the role of discrimination, academic motivation, and gender.

    PubMed

    Alfaro, Edna C; Umaña-Taylor, Adriana J; Gonzales-Backen, Melinda A; Bámaca, Mayra Y; Zeiders, Katharine H

    2009-08-01

    Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N=221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender.

  11. Association of Sedentary Behaviour with Metabolic Syndrome: A Meta-Analysis

    PubMed Central

    Edwardson, Charlotte L.; Gorely, Trish; Davies, Melanie J.; Gray, Laura J.; Khunti, Kamlesh; Wilmot, Emma G.; Yates, Thomas; Biddle, Stuart J. H.

    2012-01-01

    Background In recent years there has been a growing interest in the relationship between sedentary behaviour (sitting) and health outcomes. Only recently have there been studies assessing the association between time spent in sedentary behaviour and the metabolic syndrome. The aim of this study is to quantify the association between sedentary behaviour and the metabolic syndrome in adults using meta-analysis. Methodology/Principal Findings Medline, Embase and the Cochrane Library were searched using medical subject headings and key words related to sedentary behaviours and the metabolic syndrome. Reference lists of relevant articles and personal databases were hand searched. Inclusion criteria were: (1) cross sectional or prospective design; (2) include adults ≥18 years of age; (3) self-reported or objectively measured sedentary time; and (4) an outcome measure of metabolic syndrome. Odds Ratio (OR) and 95% confidence intervals for metabolic syndrome comparing the highest level of sedentary behaviour to the lowest were extracted for each study. Data were pooled using random effects models to take into account heterogeneity between studies. Ten cross-sectional studies (n = 21393 participants), one high, four moderate and five poor quality, were identified. Greater time spent sedentary increased the odds of metabolic syndrome by 73% (OR 1.73, 95% CI 1.55–1.94, p<0.0001). There were no differences for subgroups of sex, sedentary behaviour measure, metabolic syndrome definition, study quality or country income. There was no evidence of statistical heterogeneity (I2 = 0.0%, p = 0.61) or publication bias (Eggers test t = 1.05, p = 0.32). Conclusions People who spend higher amounts of time in sedentary behaviours have greater odds of having metabolic syndrome. Reducing sedentary behaviours is potentially important for the prevention of metabolic syndrome. PMID:22514690

  12. Trait complexes and academic achievement: old and new ways of examining personality in educational contexts.

    PubMed

    Ackerman, Phillip L; Chamorro-Premuzic, Tomas; Furnham, Adrian

    2011-03-01

    BACKGROUND. Although recent research has provided evidence for the predictive validity of personality traits in academic settings, the path to an improved understanding of the nature of personality influences on academic achievement involves a reconceptualization of both criterion and predictor construct spaces. AIMS. For the criterion space, one needs to consider student behaviours beyond grades and level of educational attainment, and include what the student does among other things outside of the classroom. For the predictor space, it is possible to bring some order to the myriad personality constructs that have been developed over the last century, by focusing on common variance among personality and other non-ability traits. METHODS. We review these conceptual issues and several empirical studies. CONCLUSIONS. We demonstrate the possible increments in understanding non-ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces. 2010 The British Psychological Society.

  13. Causal uncertainty, claimed and behavioural self-handicapping.

    PubMed

    Thompson, Ted; Hepburn, Jonathan

    2003-06-01

    Causal uncertainty beliefs involve doubts about the causes of events, and arise as a consequence of non-contingent evaluative feedback: feedback that leaves the individual uncertain about the causes of his or her achievement outcomes. Individuals high in causal uncertainty are frequently unable to confidently attribute their achievement outcomes, experience anxiety in achievement situations and as a consequence are likely to engage in self-handicapping behaviour. Accordingly, we sought to establish links between trait causal uncertainty, claimed and behavioural self-handicapping. Participants were N=72 undergraduate students divided equally between high and low causally uncertain groups. We used a 2 (causal uncertainty status: high, low) x 3 (performance feedback condition: success, non-contingent success, non-contingent failure) between-subjects factorial design to examine the effects of causal uncertainty on achievement behaviour. Following performance feedback, participants completed 20 single-solution anagrams and 12 remote associate tasks serving as performance measures, and 16 unicursal tasks to assess practice effort. Participants also completed measures of claimed handicaps, state anxiety and attributions. Relative to low causally uncertain participants, high causally uncertain participants claimed more handicaps prior to performance on the anagrams and remote associates, reported higher anxiety, attributed their failure to internal, stable factors, and reduced practice effort on the unicursal tasks, evident in fewer unicursal tasks solved. These findings confirm links between trait causal uncertainty and claimed and behavioural self-handicapping, highlighting the need for educators to facilitate means by which students can achieve surety in the manner in which they attribute the causes of their achievement outcomes.

  14. Behaviour change and associated factors among female sex workers in Kenya.

    PubMed

    Nyagero, Josephat; Wangila, Samuel; Kutai, Vincent; Olango, Susan

    2012-01-01

    Initiatives aimed at behaviour change of key populations such as the female sex workers (FSWs) are pivotal in reducing the transmission of HIV. An 8-year implementation research to establish the predictor factors of behaviour change among FSWs in Kenya was initiated by the African Medical Research Foundation (AMREF) with Sida and DfID support. This cross-sectional survey interviewed 159 female sex workers (FSWs) identified through snowball procedure. The measurement of behaviour change was based on: the consistent use of condoms with both regular and non regular clients, reduced number of clients, routine checks for STIs, and involvement in alternative income generating activities. The adjusted odds ratios at 95% confidence interval computed during binary logistic regression analysis were used to determine the behaviour change predictor factors. Most FSWs (84%) had participated in AMREF's integrated intervention programme for at least one year and 59.1% had gone through behaviour change. The adjusted odds ratio showed that the FSWs with secondary education were 2.23 times likely to change behaviour, protestants were 4.61 times, those in sex work for >4 years were 2.36 times, FSWs with good HIV prevention knowledge were 4.37 times, and those engaged in alternative income generating activities were 2.30 times more likely to change their behaviour compared to respective counterparts. Behaviour change among FSWs was possible and is associated with the level of education, religious affiliation, number of years in sex work and one's level of HIV prevention knowledge. A re-orientation on the peer education programme to focus on HIV preventive measures beyond use of condoms is emphasized.

  15. Building Scientific Confidence in the Development and ...

    EPA Pesticide Factsheets

    Building Scientific Confidence in the Development and Evaluation of Read-Across Using Tox21 Approaches Slide presentation at GlobalChem conference and workshop in Washington, DC on Case Study on Building Scientific Confidence in the Development and Evaluation of Read-Across Using Tox21 Approaches

  16. Simultaneous confidence sets for several effective doses.

    PubMed

    Tompsett, Daniel M; Biedermann, Stefanie; Liu, Wei

    2018-04-03

    Construction of simultaneous confidence sets for several effective doses currently relies on inverting the Scheffé type simultaneous confidence band, which is known to be conservative. We develop novel methodology to make the simultaneous coverage closer to its nominal level, for both two-sided and one-sided simultaneous confidence sets. Our approach is shown to be considerably less conservative than the current method, and is illustrated with an example on modeling the effect of smoking status and serum triglyceride level on the probability of the recurrence of a myocardial infarction. © 2018 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  17. Dosage Effects of Motivational Interviewing on Middle-School Students' Academic Performance: Randomized Evaluation of One versus Two Sessions

    ERIC Educational Resources Information Center

    Terry, John; Strait, Gill; McQuillin, Sam; Smith, Bradley H.

    2014-01-01

    Motivational interviewing (MI) is a brief client-centred intervention that increases intrinsic motivation for change. Little research has been conducted on MI to promote academic behaviours, but two studies found that one session of MI did improve middle-school students' math grades [Strait, G., Smith, B., McQuillin, S., Terry, J., Swan, S., &…

  18. Multiple confidence estimates as indices of eyewitness memory.

    PubMed

    Sauer, James D; Brewer, Neil; Weber, Nathan

    2008-08-01

    Eyewitness identification decisions are vulnerable to various influences on witnesses' decision criteria that contribute to false identifications of innocent suspects and failures to choose perpetrators. An alternative procedure using confidence estimates to assess the degree of match between novel and previously viewed faces was investigated. Classification algorithms were applied to participants' confidence data to determine when a confidence value or pattern of confidence values indicated a positive response. Experiment 1 compared confidence group classification accuracy with a binary decision control group's accuracy on a standard old-new face recognition task and found superior accuracy for the confidence group for target-absent trials but not for target-present trials. Experiment 2 used a face mini-lineup task and found reduced target-present accuracy offset by large gains in target-absent accuracy. Using a standard lineup paradigm, Experiments 3 and 4 also found improved classification accuracy for target-absent lineups and, with a more sophisticated algorithm, for target-present lineups. This demonstrates the accessibility of evidence for recognition memory decisions and points to a more sensitive index of memory quality than is afforded by binary decisions.

  19. Child rearing styles, dental anxiety and disruptive behaviour; an exploratory study.

    PubMed

    Krikken, J B; Veerkamp, J S J

    2008-02-01

    This was to explore the relation between children's dental anxiety, their behaviour during treatment and their parent's rearing style. Also the parents' preparation of the child for dental treatment was related to behaviour and parental rearing style. The parents of 100 children, referred to a secondary dental care clinic were asked to fill out the Child Rearing Practices Report (CRPR), the Child Fear Survey Schedule (CFSS) on behalf of their children and an additional questionnaire on child preparation prior to dental treatment. Four rearing styles were constructed by using the results of the Nurturance and the Restrictiveness domain of the CRPR. Dentists were asked to assess the behaviour of the child during dental habituation and dental treatment using the Venham scale. The dentists were unaware of the child's CFSS score. Parents were not present during actual dental treatment. Each child's dental anxiety was related to their behaviour displayed during dental treatment. Highly anxious children showed more disruptive behaviour than their low anxious counterparts did, especially during familiarisation. Parental rearing style was neither related to child dental anxiety prior to or to behaviour during dental treatment. Parents who use a permissive rearing style were less likely to tell their children that the dentist will not hurt them compared with authoritarian parents. Parents with an authoritative rearing style were more convinced that the behaviour of their child could be managed by the dentist than parents with a permissive and neglectful rearing style. After their children's dental rehabilitation parents were less inclined to accompany their child during treatment. Dental anxiety correlated positively with the behaviour displayed during treatment. No relation was found between parenting style and dental anxiety and behaviour during treatment. Parents showed more confidence in the child-dentist dyad after the rehabilitation of their child's teeth.

  20. Behavioural and emotional disorders in childhood: A brief overview for paediatricians

    PubMed Central

    Ogundele, Michael O

    2018-01-01

    Mental health problems in children and adolescents include several types of emotional and behavioural disorders, including disruptive, depression, anxiety and pervasive developmental (autism) disorders, characterized as either internalizing or externalizing problems. Disruptive behavioural problems such as temper tantrums, attention deficit hyperactivity disorder, oppositional, defiant or conduct disorders are the commonest behavioural problems in preschool and school age children. The routine Paediatric clinic or Family Medicine/General Practitioner surgery presents with several desirable characteristics that make them ideal for providing effective mental health services to children and adolescents. DSM-5 and ICD-10 are the universally accepted standard criteria for the classification of mental and behaviour disorders in childhood and adults. The age and gender prevalence estimation of various childhood behavioural disorders are variable and difficult to compare worldwide. A review of relevant published literature was conducted, including published meta-analyses and national guidelines. We searched for articles indexed by Ovid, PubMed, PubMed Medical Central, CINAHL, EMBASE, Database of Abstracts and Reviews, and the Cochrane Database of Systematic reviews and other online sources. The searches were conducted using a combination of search expressions including “childhood”, “behaviour”, “disorders” or “problems”. Childhood behaviour and emotional problems with their related disorders have significant negative impacts on the individual, the family and the society. They are commonly associated with poor academic, occupational, and psychosocial functioning. It is important for all healthcare professionals, especially the Paediatricians to be aware of the range of presentation, prevention and management of the common mental health problems in children and adolescents. PMID:29456928

  1. Hypercorrection of high-confidence errors in the classroom.

    PubMed

    Carpenter, Shana K; Haynes, Cynthia L; Corral, Daniel; Yeung, Kam Leung

    2018-05-19

    People often have erroneous knowledge about the world that is firmly entrenched in memory and endorsed with high confidence. Although strong errors in memory would seem difficult to "un-learn," evidence suggests that errors are more likely to be corrected through feedback when they are originally endorsed with high confidence compared to low confidence. This hypercorrection effect has been predominantly studied in laboratory settings with general knowledge (i.e., trivia) questions, however, and has not been systematically explored in authentic classroom contexts. In the current study, college students in an introductory horticulture class answered questions about the course content, rated their confidence in their answers, received feedback of the correct answers, and then later completed a posttest. Results revealed a significant hypercorrection effect, along with a tendency for students with higher prior knowledge of the material to express higher confidence in, and in turn more effective correction of, their error responses.

  2. Confidence regions of planar cardiac vectors

    NASA Technical Reports Server (NTRS)

    Dubin, S.; Herr, A.; Hunt, P.

    1980-01-01

    A method for plotting the confidence regions of vectorial data obtained in electrocardiology is presented. The 90%, 95% and 99% confidence regions of cardiac vectors represented in a plane are obtained in the form of an ellipse centered at coordinates corresponding to the means of a sample selected at random from a bivariate normal distribution. An example of such a plot for the frontal plane QRS mean electrical axis for 80 horses is also presented.

  3. Key Problems in Organizing and Structuring University Research in Vietnam: The Lack of an Effective Research "Behaviour Formalization" System

    ERIC Educational Resources Information Center

    Nguyen, Huong Thi Lan; Meek, Vincent Lynn

    2016-01-01

    Structure and organization seems to be at the root of many of the questions raised about institutional behaviour; however, with respect to research on university capacity building, few studies have examined research organizational problems, particularly in developing countries. This study investigates academic reactions to the structure and…

  4. Confidence-Based Feature Acquisition

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri L.; desJardins, Marie; MacGlashan, James

    2010-01-01

    Confidence-based Feature Acquisition (CFA) is a novel, supervised learning method for acquiring missing feature values when there is missing data at both training (learning) and test (deployment) time. To train a machine learning classifier, data is encoded with a series of input features describing each item. In some applications, the training data may have missing values for some of the features, which can be acquired at a given cost. A relevant JPL example is that of the Mars rover exploration in which the features are obtained from a variety of different instruments, with different power consumption and integration time costs. The challenge is to decide which features will lead to increased classification performance and are therefore worth acquiring (paying the cost). To solve this problem, CFA, which is made up of two algorithms (CFA-train and CFA-predict), has been designed to greedily minimize total acquisition cost (during training and testing) while aiming for a specific accuracy level (specified as a confidence threshold). With this method, it is assumed that there is a nonempty subset of features that are free; that is, every instance in the data set includes these features initially for zero cost. It is also assumed that the feature acquisition (FA) cost associated with each feature is known in advance, and that the FA cost for a given feature is the same for all instances. Finally, CFA requires that the base-level classifiers produce not only a classification, but also a confidence (or posterior probability).

  5. Nursing leadership in an academic hospital in Gauteng.

    PubMed

    Maboko, D R

    2012-10-01

    This study was aimed at describing nursing leadership in an academic hospital in Gauteng, South Africa. Nurse managers' leadership styles affect nurses' attitudes, behaviour and work performance. However, little is known about how nurses experience nurse leadership and what leadership styles are found in academic hospitals in Gauteng. The study was based on Maxwell's framework of leadership (relationships, equipping, leadership and attitude). A qualitative design was used in order to describe the experiences of registered nurses and nurse managers. The population of the study was all registered nurses and nurse managers of the hospital in which the study was conducted. In phase one of the study, a discussion group with 35 registered nurses using the nominal group technique was held to respond to the following statement: 'Please explain how you have experienced leadership by nurse managers in this hospital'. In phase two of the study, five nurse managers were interviewed individually, using a semi-structured interview guide. Some nurse managers were practising autocratic leadership in this hospital. he nurse managers need to be taught about contemporary leadership styles such as transformational leadership and visionary leadership and also about supervision, role modelling and caring. © 2011 Blackwell Publishing Ltd.

  6. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  7. Frontline nurse managers' confidence and self-efficacy.

    PubMed

    Van Dyk, Jennifer; Siedlecki, Sandra L; Fitzpatrick, Joyce J

    2016-05-01

    This study was focused on determining relationships between confidence levels and self-efficacy among nurse managers. Frontline nurse managers have a pivotal role in delivering high-quality patient care while managing the associated costs and resources. The competency and skill of nurse managers affect every aspect of patient care and staff well-being as nurse managers are largely responsible for creating work environments in which clinical nurses are able to provide high-quality, patient-centred, holistic care. A descriptive, correlational survey design was used; 85 nurse managers participated. Years in a formal leadership role and confidence scores were found to be significant predictors of self-efficacy scores. Experience as a nurse manager is an important component of confidence and self-efficacy. There is a need to develop educational programmes for nurse managers to enhance their self-confidence and self-efficacy, and to maintain experienced nurse managers in the role. © 2016 John Wiley & Sons Ltd.

  8. Weighting Mean and Variability during Confidence Judgments

    PubMed Central

    de Gardelle, Vincent; Mamassian, Pascal

    2015-01-01

    Humans can not only perform some visual tasks with great precision, they can also judge how good they are in these tasks. However, it remains unclear how observers produce such metacognitive evaluations, and how these evaluations might be dissociated from the performance in the visual task. Here, we hypothesized that some stimulus variables could affect confidence judgments above and beyond their impact on performance. In a motion categorization task on moving dots, we manipulated the mean and the variance of the motion directions, to obtain a low-mean low-variance condition and a high-mean high-variance condition with matched performances. Critically, in terms of confidence, observers were not indifferent between these two conditions. Observers exhibited marked preferences, which were heterogeneous across individuals, but stable within each observer when assessed one week later. Thus, confidence and performance are dissociable and observers’ confidence judgments put different weights on the stimulus variables that limit performance. PMID:25793275

  9. Benzodiazepine use and aggressive behaviour: a systematic review.

    PubMed

    Albrecht, Bonnie; Staiger, Petra K; Hall, Kate; Miller, Peter; Best, David; Lubman, Dan I

    2014-12-01

    The relationship between benzodiazepine consumption and subsequent increases in aggressive behaviour in humans is not well understood. The current study aimed to identify, via a systematic review, whether there is an association between benzodiazepine consumption and aggressive responding in adults. A systematic review was conducted and reported in line with the PRISMA statement. English articles within MEDLINE, PsycARTICLES, PsycINFO, Academic Search Complete, and Psychology and Behavioural Sciences Collection databases were searched. Additional studies were identified by searching reference lists of reviewed articles. Only articles that explicitly investigated the relationship between benzodiazepine consumption and subsequent aggressive behaviour, or a lack thereof, in human adults were included. Forty-six studies met the inclusion criteria. It was not possible to conduct a meta-analysis due to the heterogeneity of study design and benzodiazepine type and dose. An association between benzodiazepine use and subsequent aggressive behaviour was found in the majority of the more rigorous studies, although there is a paucity of high-quality research with clinical or forensic populations. Diazepam and alprazolam have received the most attention. Dose-related findings are inconsistent: therapeutic doses may be more likely to be associated with aggressive responding when administered as a once-off, whereas higher doses may be more risky following repeated administration. Trait levels of anxiety and hostility may indicate a vulnerability to the experience of benzodiazepine-related aggression. There appears to be a moderate association between some benzodiazepines and subsequent aggressive behaviour in humans. The circumstances under which aggressive responding may be more likely to follow benzodiazepine use remain unclear, although some evidence suggests dose and/or personality factors may influence this effect. © The Royal Australian and New Zealand College of

  10. Can personal qualities of medical students predict in-course examination success and professional behaviour? An exploratory prospective cohort study

    PubMed Central

    2012-01-01

    Background Over two-thirds of UK medical schools are augmenting their selection procedures for medical students by using the United Kingdom Clinical Aptitude Test (UKCAT), which employs tests of cognitive and non-cognitive personal qualities, but clear evidence of the tests’ predictive validity is lacking. This study explores whether academic performance and professional behaviours that are important in a health professional context can be predicted by these measures, when taken before or very early in the medical course. Methods This prospective cohort study follows the progress of the entire student cohort who entered Hull York Medical School in September 2007, having taken the UKCAT cognitive tests in 2006 and the non-cognitive tests a year later. This paper reports on the students’ first and second academic years of study. The main outcome measures were regular, repeated tutor assessment of individual students’ interpersonal skills and professional behaviour, and annual examination performance in the three domains of recall and application of knowledge, evaluation of data, and communication and practical clinical skills. The relationships between non-cognitive test scores, cognitive test scores, tutor assessments and examination results were explored using the Pearson product–moment correlations for each group of data; the data for students obtaining the top and bottom 20% of the summative examination results were compared using Analysis of Variance. Results Personal qualities measured by non-cognitive tests showed a number of statistically significant relationships with ratings of behaviour made by tutors, with performance in each year’s objective structured clinical examinations (OSCEs), and with themed written summative examination marks in each year. Cognitive ability scores were also significantly related to each year’s examination results, but seldom to professional behaviours. The top 20% of examination achievers could be differentiated from

  11. Academic Mobility, Transnational Identity Capital, and Stratification under Conditions of Academic Capitalism

    ERIC Educational Resources Information Center

    Kim, Terri

    2017-01-01

    Academic mobility has existed since ancient times. Recently, however, academic mobility--the crossing of international borders by academics who then work "overseas"--has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge…

  12. Confidence and self-attribution bias in an artificial stock market

    PubMed Central

    Bertella, Mario A.; Pires, Felipe R.; Rego, Henio H. A.; Vodenska, Irena; Stanley, H. Eugene

    2017-01-01

    Using an agent-based model we examine the dynamics of stock price fluctuations and their rates of return in an artificial financial market composed of fundamentalist and chartist agents with and without confidence. We find that chartist agents who are confident generate higher price and rate of return volatilities than those who are not. We also find that kurtosis and skewness are lower in our simulation study of agents who are not confident. We show that the stock price and confidence index—both generated by our model—are cointegrated and that stock price affects confidence index but confidence index does not affect stock price. We next compare the results of our model with the S&P 500 index and its respective stock market confidence index using cointegration and Granger tests. As in our model, we find that stock prices drive their respective confidence indices, but that the opposite relationship, i.e., the assumption that confidence indices drive stock prices, is not significant. PMID:28231255

  13. Confidence and self-attribution bias in an artificial stock market.

    PubMed

    Bertella, Mario A; Pires, Felipe R; Rego, Henio H A; Silva, Jonathas N; Vodenska, Irena; Stanley, H Eugene

    2017-01-01

    Using an agent-based model we examine the dynamics of stock price fluctuations and their rates of return in an artificial financial market composed of fundamentalist and chartist agents with and without confidence. We find that chartist agents who are confident generate higher price and rate of return volatilities than those who are not. We also find that kurtosis and skewness are lower in our simulation study of agents who are not confident. We show that the stock price and confidence index-both generated by our model-are cointegrated and that stock price affects confidence index but confidence index does not affect stock price. We next compare the results of our model with the S&P 500 index and its respective stock market confidence index using cointegration and Granger tests. As in our model, we find that stock prices drive their respective confidence indices, but that the opposite relationship, i.e., the assumption that confidence indices drive stock prices, is not significant.

  14. The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umaña-Taylor, Adriana J.

    2015-01-01

    This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high…

  15. Does Gender Moderate the Association between Children's Behaviour and Teacher-Child Relationship in the Early Years?

    ERIC Educational Resources Information Center

    Runions, Kevin C.

    2014-01-01

    Prior research has shown that teacher-child relationship quality predicts school emotional wellbeing and academic engagement, but it is unclear whether the relationship quality reflects teachers' perceptions of children's social-emotional behaviours differently for girls and for boys. The purpose of this study was to examine whether…

  16. Social Support, Academic Adversity and Academic Buoyancy: A Person-Centred Analysis and Implications for Academic Outcomes

    ERIC Educational Resources Information Center

    Collie, Rebecca J.; Martin, Andrew J.; Bottrell, Dorothy; Armstrong, Derrick; Ungar, Michael; Liebenberg, Linda

    2017-01-01

    The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis…

  17. The "Secrets" of Chinese Students' Academic Success: Academic Resilience among Students from Highly Competitive Academic Environments

    ERIC Educational Resources Information Center

    Li, Haibin

    2017-01-01

    Given Chinese students often perform well academically despite the challenges of their competitive academic environments, it is important to explore what enables the academic resilience of these students. Moreover, because the extant resilience literature is biased towards Western accounts of resilience, it is crucial that non-Western perspectives…

  18. Academic Governance Provided by Academic Boards within the Australian Higher Education Sector

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Peters, Margaret

    2014-01-01

    Academic boards play a key role in the maintenance of quality standards and the provision of strategic leadership on academic issues. The current research investigated the role provided at present to Australian universities through their academic boards. All universities described their academic boards as their principal academic body. The…

  19. The impact of parenting styles on children developmental outcome: The role of academic self-concept as a mediator.

    PubMed

    Sangawi, Hoshiar; Adams, John; Reissland, Nadja

    2016-08-23

    Although the importance of parenting styles directly influencing child development is well established, fewer studied have examined whether parenting styles also affect children's behavioural problems indirectly, mediated through children's academic self-concept (ASC). We examined direct and shared effects of parenting styles on behavioural problems of 199 Kurdish primary school children with a mean age of 11 years 7 months (range 11 years 5 months to 12 years 3 months). Questionnaires measured parenting styles (child version of Alabama Parenting Questionnaire), assessed children's ASC (Myself-As-Learner Scale) and identified children's behavioural problems with the Strengths and Difficulties Questionnaire (SDQ). PROCESS analysis was used to perform the mediation analysis. The results revealed that positive and negative parenting composites are indirectly related to children's internalising behaviour problems. In addition, ASC partially mediated the relationship between the negative parenting composite and prosocial behaviour. However, the mediation analysis did not show the expected indirect effect of parenting styles on externalising problems as being mediated via ASC. Hence, we argue that the ASC serves as a significant mediator in the relationship between parenting styles with prosocial behaviour and internalising problems. © 2016 International Union of Psychological Science.

  20. Comparing Integrated and Disciplinary Clinical Training Patterns for Dental Interns: Advantages, Disadvantages, and Effect on Students' Self-Confidence.

    PubMed

    Wu, Junrong; Feng, Xiaoli; Chen, Aijie; Zhang, Yanli; Liu, Qi; Shao, Longquan

    2016-03-01

    In China, the five-year program of undergraduate education for stomatology consists of four years of lecture courses and one year of internship focused on clinical training. Dental schools provide this clinical training either in their own clinics (referred to as the one-stage pattern because all forms of practice are completed together) or by placing students in external clinics usually at non-affiliated hospitals (referred to as the three-stage program because the three primary areas are taught separately). The aims of this study were to investigate differences in teaching effect between the one-stage and the three-stage patterns and to evaluate advantages and disadvantages of the two patterns. A three-section, 31-item questionnaire was designed to assess basic and clinic information about the interns' training and their self-confidence in performing clinical procedures. The survey was administered to graduates who finished the fifth-year internship in 2012-14. Of the 356 individuals invited to participate, 303 graduates who spent their intern years in 43 academic dental institutions returned completed surveys (response rate of 85%). The one-stage group (n=121) reported longer independent operation time than the three-stage group (n=182) (p<0.01). No significant difference was found between the groups for assessment of clinic infrastructure (p=0.121). The interns were most confident in oral hygiene instruction and scale and polish (overall median=5), but showed low confidence in rubber dam placement and four other procedures (overall median=2). The one-stage group rated their confidence level higher than the three-stage group on comprehensive skills such as arranging appointments and managing patients and procedures needing long treatment periods such as molar endodontics. The three-stage group showed higher confidence on more specialized procedures such as surgical extractions and suturing. This study found that both of the two intern patterns had advantages and