Alternative outcomes create biased expectations regarding the received outcome: Evidence from event-related potentials.

PubMed

Marciano, Déborah; Bentin, Shlomo; Deouell, Leon Y

2018-05-01

After choosing between uncertain options, one might get feedback on both the outcome of the chosen option and the outcome of the unchosen option (the alternative). Behavioral research has shown that in such cases people engage in outcome comparison, and that the alternative outcome influences the way one evaluates his own received outcome. Moreover, this influence differs whether one was responsible or not for the choice made. In two studies, we looked for the electrophysiological correlates of outcome comparison. Subjects chose one of two boxes shown on the screen, each box contained a gain or a loss. The alternative outcome was always revealed first, followed by the received outcome. In half of the trials the software picked one box instead of subjects. We tested whether the feedback-related negativity (FRN) and the P3 elicited by the received reflect outcome comparison. As expected, we found that the FRN and P3 were more positive when the received outcome was a gain (vs. a loss). The FRN and P3 were also sensitive to the value of the alternative outcome, but contrary to our predictions, they were more positive when the alternative outcome was a gain (vs. a loss). As the FRN and P3 are sensitive to expectations, we hypothesized that our findings might result from subjects' biased expectations: subjects might have wrongly believed that a good (bad) alternative outcome signaled a bad (good) received outcome. This hypothesis, coined as the Alternative Omen Effect, was confirmed in parallel in a series of behavioral experiments: people see an illusory negative correlation between the uncorrelated outcomes of choice options (reported in Marciano-Romm et al. (2016)). A challenge for future research will be to disentangle the effects of expectation from those of outcome comparison. Copyright © 2018 Elsevier Ltd. All rights reserved.

Outcome Expectations: Looking to the Past and Potential Future

ERIC Educational Resources Information Center

Fouad, Nadya A.; Guillen, Amy

2006-01-01

This article focuses on the construct of outcome expectations. It is argued that the construct has received relatively little attention in the vocational literature. The authors define outcome expectations, trace the precursors to the construct, provide a critique of the operationalization of the construct, and propose recommendations for future…

Smoking outcome expectancies in military veteran smokers with posttraumatic stress disorder.

PubMed

Carmody, Timothy P; McFall, Miles; Saxon, Andrew J; Malte, Carol A; Chow, Bruce; Joseph, Anne M; Beckham, Jean C; Cook, Jessica W

2012-08-01

Smoking outcome expectancies were investigated in treatment-seeking military Veteran smokers with posttraumatic stress disorder (PTSD). The investigation of smoking outcome expectancies may enhance our understanding of the relationship between PTSD and cigarette smoking. Participants were 943 military Veterans with a diagnosis of PTSD who were current smokers enrolled in a randomized multisite effectiveness trial to test whether the integration of smoking cessation treatment into mental health care (integrated care) improves prolonged abstinence rates compared with referral to specialized smoking cessation clinics (usual care). Using confirmatory factor analysis (CFA), we evaluated the conceptual model of smoking outcome expectancies measured on the Smoking Consequences Questionnaire-Adult (SCQ-A) version. The Kraemer method of mediation analysis was used to investigate the role of smoking outcome expectancies in mediating relationships between PTSD symptoms and smoking behavior, tobacco dependence, and abstinence self-efficacy. The CFA supported the 10-factor structure of the SCQ-A in smokers with PTSD. Relationships between measures of PTSD symptoms and tobacco dependence were mediated by the smoking outcome expectancy regarding negative affect reduction. This same smoking outcome expectancy mediated relationships between PTSD symptoms and smoking abstinence self-efficacy. The findings support the use of the SCQ-A as a valid measure of smoking outcome expectancies in military Veteran smokers with PTSD. Moreover, they suggest that smoking outcome expectancies may play an important role in explaining the relationship between PTSD and cigarette smoking.

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Therapeutic Expectancies and Treatment Outcome: A Quantitative Review.

ERIC Educational Resources Information Center

Berman, Jeffrey S.

All available research in which a therapeutic expectancy was directly assessed and than related to a measure of outcome was reviewed. The review revealed that across all studies both client and therapist expectancies appear related to improvement; however, in the better-designed research a differential pattern emerges in which client expectancy no…

Predicting gambling problems from gambling outcome expectancies in college student-athletes.

PubMed

St-Pierre, Renée A; Temcheff, Caroline E; Gupta, Rina; Derevensky, Jeffrey; Paskus, Thomas S

2014-03-01

While previous research has suggested the potential importance of gambling outcome expectancies in determining gambling behaviour among adolescents, the predictive ability of gambling outcome expectancies has not yet been clearly delineated for college-aged youth. The current study aims to explore the relationships between gender and outcome expectancies in the prediction of gambling severity among college student-athletes. Data from the National Collegiate Athletic Association (NCAA) study assessing gambling behaviours and problems among U.S. college student-athletes were utilized. Complete data was available for 7,517 student-athletes. As expected, male college student-athletes reported more gambling participation as well as greater gambling problems than their female counterparts. Findings showed positive relationships between the outcome expectancies of financial gain, and negative emotional impacts and gambling problems. That is, those who endorsed more items on the outcome expectancy scales for financial gain and negative emotional impacts also tended to endorse more gambling-related problems. Findings also showed a negative relationship between outcome expectancies of fun and enjoyment, and gambling problems over and above the variance accounted for by gender. Those with gambling problems were less likely to have the expectation that gambling would be fun than those without gambling problems. Despite NCAA efforts to curb gambling activity, the results suggest that college student-athletes are at risk for over-involvement in gambling. Therefore, it is important to explore gambling outcome expectancies within this group since the motivations and reasons for gambling might be able to inform treatment initiatives.

Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching

ERIC Educational Resources Information Center

Welch, Anita G.; Orso, Don; Doolittle, Joan; Areepattamannil, Shaljan

2015-01-01

This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face…

Reliability and Validity of the Self Efficacy Expectations and Outcome Expectations After ICD Implantation Scales

PubMed Central

Dougherty, Cynthia M.; Johnston, Sandra K.; Thompson, Elaine Adams

2009-01-01

The purpose of this study was to assess the reliability and validity characteristics of two new scales that measure self-efficacy expectations (SE-ICD) and outcome expectations (OE-ICD) in survivors (n=168) of sudden cardiac arrest (SCA), all of whom received an implantable cardioverter defibrillator (ICD). Cronbach's alpha reliability demonstrated good internal consistency (SE-ICD α = 0.93 and OE-ICD α = 0.81). Correlations with other self-efficacy instruments (general self-efficacy and social self-efficacy) were consistently high. The instruments were responsive to change across time with effect sizes of 0.46 for SE-ICD, and 0.26 for OE-ICD. These reliable, valid, and responsive instruments for measurement of self-efficacy expectations and outcome expectations after an ICD can be used in research and clinical settings. PMID:17693214

The Relationship between Parent Expectations and Postschool Outcomes of Adolescents with Disabilities

ERIC Educational Resources Information Center

Doren, Bonnie; Gau, Jeff M.; Lindstrom, Lauren E.

2012-01-01

A secondary analysis was conducted of the National Longitudinal Transition Study-2 to examine (a) main effects of parents' school and postschool outcome expectations on the actual outcomes achieved, (b) demographic moderators, and (c) adolescent autonomy as a mediator of parent expectations and outcomes. Parent expectations were found to…

Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

ERIC Educational Resources Information Center

Wong, Venus W.; Ruble, Lisa A.; Yu, Yue; McGrew, John H.

2017-01-01

Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's (1999) model to understand the direct effects of…

Paradoxical effects of alcohol information on alcohol outcome expectancies.

PubMed

Krank, Marvin D; Ames, Susan L; Grenard, Jerry L; Schoenfeld, Tara; Stacy, Alan W

2010-07-01

Cognitive associations with alcohol predict both current and future use in youth and young adults. Much cognitive and social cognitive research suggests that exposure to information may have unconscious influences on thinking and behavior. The present study assessed the impact of information statements on the accessibility of alcohol outcome expectancies. The 2 studies reported here investigated the effects of exposure to alcohol statements typical of informational approaches to prevention on the accessibility of alcohol outcome expectancies. High school and university students were presented with information statements about the effects of alcohol and other commercial products. The alcohol statements were taken from expectancy questionnaires. Some of these statements were presented as facts and others as myths. The retention of detailed information about these statements was manipulated by (i) divided attention versus focused attention or (ii) immediate versus delayed testing. Accessibility of personal alcohol outcome expectancies was subsequently measured using an open-ended question about the expected effects of alcohol. Participants reported more alcohol outcomes seen during the information task as personal expectations about the effects of alcohol use than similar unseen items. Paradoxically, myth statements were also more likely to be reported as expectancies than unseen items in all conditions. Additionally, myth statements were generated less often than fact statements only under the condition of immediate testing with strong content processing instructions. These observations are consistent with findings from cognitive research where familiarity in the absence of explicit memory can have an unconscious influence on performance. In particular, the exposure to these items in an informational format increases accessibility of the seen items even when the participants were told that they were myths. The findings have implications for the development of

Paradoxical Effects of Alcohol Information on Alcohol Outcome Expectancies

PubMed Central

Krank, Marvin D.; Ames, Susan L.; Grenard, Jerry L.; Schoenfeld, Tara; Stacy, Alan W.

2014-01-01

Background Cognitive associations with alcohol predict both current and future use in youth and young adults. Much cognitive and social cognitive research suggests that exposure to information may have unconscious influences on thinking and behavior. The present study assessed the impact of information statements on the accessibility of alcohol outcome expectancies. Methods The 2 studies reported here investigated the effects of exposure to alcohol statements typical of informational approaches to prevention on the accessibility of alcohol outcome expectancies. High school and university students were presented with information statements about the effects of alcohol and other commercial products. The alcohol statements were taken from expectancy questionnaires. Some of these statements were presented as facts and others as myths. The retention of detailed information about these statements was manipulated by (i) divided attention versus focused attention or (ii) immediate versus delayed testing. Accessibility of personal alcohol outcome expectancies was subsequently measured using an open-ended question about the expected effects of alcohol. Results Participants reported more alcohol outcomes seen during the information task as personal expectations about the effects of alcohol use than similar unseen items. Paradoxically, myth statements were also more likely to be reported as expectancies than unseen items in all conditions. Additionally, myth statements were generated less often than fact statements only under the condition of immediate testing with strong content processing instructions. Conclusions These observations are consistent with findings from cognitive research where familiarity in the absence of explicit memory can have an unconscious influence on performance. In particular, the exposure to these items in an informational format increases accessibility of the seen items even when the participants were told that they were myths. The findings have

Outcomes-Based Teaching--Oh, That Sinking Feeling.

ERIC Educational Resources Information Center

Savage, Matthew A.

1999-01-01

Advocates outcome-based teaching as a method to justify "unwarranted" field trips. Lists outcomes that may be associated with viewing the film "Titanic," such as "students will learn that iron will float--sometimes." (SR)

Alcohol Outcome Expectancies as Socially Shared and Socialized Beliefs

PubMed Central

Donovan, John E.; Molina, Brooke S. G.; Kelly, Thomas M.

2008-01-01

Alcohol expectancies are important predictors of alcohol involvement in both adolescents and adults, yet little research has examined the social origins and transmission of these beliefs. This paper examined alcohol outcome expectancies collected in a cohort-sequential longitudinal study of 452 families with children followed over seven waves. Children completed interviews every six months, and parents completed interviews annually. Eighteen of 27 alcohol expectancies were highly consensual, being endorsed by significantly more than 67% of the mothers and fathers. These consensual expectancies were also highly stable over a 3-year period. Over the same period, children increased their adoption of both the positive and negative consensual alcohol expectancies. Unconditional latent growth modeling showed that piece-wise growth models with a transition at age 12 fit the data best. Both the positive and negative consensual expectancies were adopted at a faster rate between ages 8.5 and 11.5 than between ages 12 and 13.5. For negative expectancies, there was no further growth between ages 12 and 13.5. Taken together, these findings support the conceptualization of alcohol outcome expectancies as socially-shared and transmitted beliefs. PMID:19586141

Do Student Evaluations of Teaching Depend on the Distribution of Expected Grade?

ERIC Educational Resources Information Center

Matos-Diaz, Horacio; Ragan, James F., Jr.

2010-01-01

Prior research suggests that student evaluations of teaching may depend on the average grade expected in a class. We hypothesize that, because of risk aversion, student ratings also depend on the distribution of expected grades. As predicted, student ratings at the University of Puerto Rico at Bayamon are significantly and negatively related to…

Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

PubMed

Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

2011-01-01

We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4). Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

Avoiding Practice Shock: Using Teacher Movies to Realign Pre-Service Teachers' Expectations of Teaching

ERIC Educational Resources Information Center

Delamarter, Jeremy

2015-01-01

Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the…

Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder.

PubMed

Kirby, Anne V

2016-05-01

Understanding the complex relationships among factors that may predict the outcomes of young adults with autism spectrum disorder (ASD) is of utmost importance given the increasing population undergoing and anticipating the transition to adulthood. With a sample of youth with ASD (n = 1170) from the National Longitudinal Transition Study-2, structural equation modeling techniques were used to test parent expectations as a mediator of young adult outcomes (i.e., employment, residential independence, social participation) in a longitudinal analysis. The mediation hypothesis was confirmed; family background and functional performance variables significantly predicted parent expectations which significantly predicted outcomes. These findings add context to previous studies examining the role of parent expectations on young adult outcomes and inform directions for family-centered interventions and future research.

Pre-Service Teachers' Motivation, Sense of Teaching Efficacy, and Expectation of Reality Shock

ERIC Educational Resources Information Center

Kim, Hyunjin; Cho, YoonJung

2014-01-01

The present study investigated how pre-service teachers' motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service…

Reliability and validity of the Outcome Expectations for Exercise Scale-2.

PubMed

Resnick, Barbara

2005-10-01

Development of a reliable and valid measure of outcome expectations for exercise for older adults will help establish the relationship between outcome expectations and exercise and facilitate the development of interventions to increase physical activity in older adults. The purpose of this study was to test the reliability and validity of the Outcome Expectations for Exercise-2 Scale (OEE-2), a 13-item measure with two subscales: positive OEE (POEE) and negative OEE (NOEE). The OEE-2 scale was given to 161 residents in a continuing-care retirement community. There was some evidence of validity based on confirmatory factor analysis, Rasch-analysis INFIT and OUTFIT statistics, and convergent validity and test criterion relationships. There was some evidence for reliability of the OEE-2 based on alpha coefficients, person- and item-separation reliability indexes, and R(2)values. Based on analyses, suggested revisions are provided for future use of the OEE-2. Although ongoing reliability and validity testing are needed, the OEE-2 scale can be used to identify older adults with low outcome expectations for exercise, and interventions can then be implemented to strengthen these expectations and improve exercise behavior.

Development of the Social Efficacy and Social Outcome Expectations Scale

ERIC Educational Resources Information Center

Wright, Stephen L.; Wright, Dorothy A.; Jenkins-Guarnieri, Michael A.

2013-01-01

The current study developed an 18-item scale measuring individuals' social expectations in relationships related to their efficacy expectations (Subscale 1) and outcome expectations (Subscale 2) based on Bandura's self-efficacy theory. Results from exploratory and confirmatory factor analyses, using an undergraduate sample ("N" = 486),…

Exploration of Exercise Outcome Expectations among Breast Cancer Survivors

PubMed Central

Hirschey, Rachel; Docherty, Sharron L.; Pan, Wei; Lipkus, Isaac

2016-01-01

Background Exercise is associated with decreased recurrence risk, improved survival and quality of life for breast cancer survivors. However only an estimated 17% - 37% of survivors adhere to the American Cancer Society exercise guidelines. A critical first step to increase exercise among survivors is to understand how they believe exercise will effect them. Objective To explore common exercise outcome expectations among 20 female survivors of stage IA – IIB breast cancer who completed adjuvant treatment and an exercise intervention. Interventions/Methods A mixed-method descriptive study consisting of semi-structured telephone interviews assessed exercise outcome expectations and how the experience of cancer and its treatment influenced expected outcomes of exercise. The qualitative data were analyzed using a summative content analysis procedure; means were calculated for each item of the exercise outcome questionnaire. The qualitative and quantitative data were compared and contrasted. Results The sample was 70% Caucasian and 30% African American with a mean age was 62 years (± 8.5) and average time since treatment completion of 4.2 years (± 1.3). Three themes emerged from the interviews: 1) prevalence of common expectations, 2) pervasive impact of fatigue, and 3) a brighter future. Overall, findings revealed that breast cancer survivors have low levels of agreement that exercise may mitigate late and long-term cancer and treatment effects. Conclusions In general, breast cancer survivors (even those who are motivated to exercise) do not hold strong beliefs that exercise will decrease late and long-term treatment effects. Implications for Practice Clinicians can educate survivors about exercise benefits. PMID:26925999

Comparison of outcome expectancies for synthetic cannabinoids and botanical marijuana.

PubMed

Lauritsen, Kirstin J; Rosenberg, Harold

2016-07-01

Although initially developed for medical purposes, synthetic cannabinoids have also been consumed for recreational purposes. To evaluate whether agreement with positive and negative outcome expectancies differed for synthetic cannabinoids versus botanical marijuana, and assess reported reasons for using synthetic cannabinoids. Using a web-based recruitment and data collection procedure, 186 adults who had used both synthetic cannabinoids and botanical marijuana and 181 adults who had used botanical marijuana but not synthetic cannabinoids, completed measures of outcome expectancies and other relevant questionnaires. A significant interaction revealed that participants who had used both synthetic cannabinoids and botanical marijuana indicated lower agreement with positive expectancies for synthetic cannabinoids, and higher agreement with positive expectancies for botanical marijuana, than did those participants who used only botanical marijuana. There was no interaction between type of drug and use history on agreement with negative expectancies, and participants agreed more strongly with negative outcome expectancies for synthetic cannabinoids than for botanical marijuana whether they had used one or both types of these drugs. The most frequently provided reasons for using synthetic cannabinoids included availability, perceived legality, cost, curiosity, and social interaction. Given growing public acceptance of recreational and medical marijuana, coupled with negative perceptions and increasing regulation of synthetic cannabinoid compounds, botanical marijuana is likely to remain more available and more popular than synthetic cannabinoids.

The impact of self-efficacy, expectations, and readiness on hearing aid outcomes.

PubMed

Ferguson, Melanie A; Woolley, Annie; Munro, Kevin J

2016-07-01

To examine the impact of self-efficacy and expectations for hearing aids, and readiness to improve hearing, on hearing aid outcome measures in first-time adult hearing aid users Design: A prospective, single centre design. Predictor variables measured at the hearing assessment included measures of self-efficacy, expectations and readiness to improve hearing. Outcome measures obtained at six-week follow-up were the Glasgow Hearing Aid Benefit Profile and Satisfaction with Amplification in Daily Life. A sample of 30 first-time adult hearing aid users were recruited through a public-sector funded audiology clinic. When measured prior to hearing aid fitting, self-efficacy for hearing aids predicted satisfaction with hearing aids but was not related to other hearing aid outcomes. Expectations of hearing aids, in particular positive expectations, and readiness to improve hearing predicted outcomes for hearing aid satisfaction and benefit, although not hearing aid use. Hearing sensitivity was not correlated with hearing aid outcomes. These results suggest that assessment of expectations of hearing aids, and readiness to improve hearing, may be useful to help identify individuals attending audiology clinics who would most likely benefit from hearing aid provision.

Assessing vocational outcome expectancy in individuals with serious mental illness: a factor-analytic approach.

PubMed

Iwanaga, Kanako; Umucu, Emre; Wu, Jia-Rung; Yaghmaian, Rana; Lee, Hui-Ling; Fitzgerald, Sandra; Chan, Fong

2017-07-04

Self-determination theory (SDT) and self-efficacy theory (SET) can be used to conceptualize self-determined motivation to engage in mental health and vocational rehabilitation (VR) services and to predict recovery. To incorporate SDT and SET as a framework for vocational recovery, developing and validating SDT/SET measures in vocational rehabilitation is warranted. Outcome expectancy is an important SDT/SET variable affecting rehabilitation engagement and recovery. The purpose of this study was to validate the Vocational Outcome Expectancy Scale (VOES) for use within the SDT/SET vocational recovery framework. One hundred and twenty-four individuals with serious mental illness (SMI) participated in this study. Measurement structure of the VOES was evaluated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Both EFA and CFA results supported a two-factor structure: (a) positive outcome expectancy, and (b) negative outcome expectancy. The internal consistency reliability coefficients for both factors were acceptable. In addition, positive outcome expectancy correlated stronger than negative outcome expectancy with other SDT/SET constructs in the expected directions. The VOES is a brief, reliable and valid instrument for assessing vocational outcome expectancy in individuals with SMI that can be integrated into SDT/SET as a vocational rehabilitation engagement and recovery model in psychiatric rehabilitation.

Preoperative teaching and hysterectomy outcomes.

PubMed

Oetker-Black, Sharon L; Jones, Susan; Estok, Patricia; Ryan, Marian; Gale, Nancy; Parker, Carla

2003-06-01

This study used a theoretical model to determine whether an efficacy-enhancing teaching protocol was effective in improving immediate postoperative behaviors and selected short- and long-term health outcomes in women who underwent abdominal hysterectomies. The model used was the self-efficacy theory of Albert Bandura, PhD. One hundred eight patients in a 486-bed teaching hospital in the Midwest who underwent hysterectomies participated. The participation rate was 85%, and the attrition rate was 17% during the six-month study. The major finding was that participants in the efficacy-enhancing teaching group ambulated significantly longer than participants in the usual care group. This is an important finding because the most prevalent postoperative complications after hysterectomy are atelectasis, pneumonia, paralytic ileus, and deep vein thrombosis, and postoperative ambulation has been shown to decrease or prevent all of these complications. This finding could affect the overall health status of women undergoing hysterectomies.

Alcohol Outcome Expectancies and Regrettable Drinking-Related Social Behaviors

PubMed Central

Dunne, Eugene M.; Katz, Elizabeth C.

2015-01-01

Aims Research has shown that alcohol outcome expectancies are predictive of heavy alcohol consumption, which can lead to risky behavior. The purpose of the present study was to assess the incidence of various low-risk social behaviors while drinking among college students. Such social behaviors may later be regretted (referred to as regrettable social behaviors) and include electronic and in-person communications. Methods College students (N = 236) completed measures of alcohol outcome expectancies and regrettable social behaviors. Results Regrettable social behaviors were reported by 66.1% of participants, suggesting that they may occur at a much higher rate than more serious drinking-related consequences (e.g. drinking and driving, violence, etc.). Expectancies for social facilitation predicted regrettable social behavior. Further, this relationship was mediated by amount of alcohol consumed. Conclusion Given the high incidence, regrettable social behaviors may be effective targets in alcohol prevention programming. PMID:25820611

Outcome expectations and physical activity in persons with longstanding multiple sclerosis.

PubMed

Morrison, Janet D; Stuifbergen, Alexa K

2014-06-01

Research suggests that persons with multiple sclerosis (MS) are much less physically active than the general population and that increased physical activity in persons with MS is associated with numerous benefits such as improvements in fatigue, mobility, and quality of life (). Potentially modifiable theory-based determinants of physical activity behavior need to be identified so that researchers may study their effectiveness in randomized clinical trials and clinicians may integrate them into practice to promote physical activity in this population. The purpose of this study was to explore the multidimensional (physical, social, and self-evaluative) outcome expectations for physical activity among persons with longstanding MS. A sample of 369 participants diagnosed with MS for more than 15 years completed surveys to measure multidimensional outcome expectations for exercise, MS functional limitations, and physical activity using two different instruments: one measuring physical activity engagement and the other measuring physical activity capability. Results indicated that MS functional limitation was the strongest predictor of both physical activity engagement and physical activity capability. Physical and social outcome expectations contributed to the model explaining 12% of the variation in physical activity engagement, whereas none of the outcome expectancy dimensions (physical, social, or self-evaluative) contributed to the model explaining variation in physical activity capability. Although analyses of cross-sectional data do not infer causation, these findings suggest that positive physical and social outcome expectations for physical activity are associated with engagement in physical activity as well as being potential sources of motivation for increasing physical activity behavior in individuals living with longstanding MS.

Treatment expectancy affects the outcome of cognitive-behavioral interventions in chronic pain.

PubMed

Goossens, Mariëlle E J B; Vlaeyen, Johan W S; Hidding, Alita; Kole-Snijders, Ank; Evers, Silvia M A A

2005-01-01

Patients' initial beliefs about the success of a given pain treatment are shown to have an important influence on the final treatment outcome. The aims of the paper are to assess determinants of patients' treatment expectancy and to examine the extent to which treatment expectancy predicts the short-term and long-term outcome of cognitive-behavioral treatment of chronic pain. This study employs the data of 2 pooled randomized clinical trials evaluating the effectiveness of cognitive-behavioral interventions for 171 patients with fibromyalgia and chronic low back pain. Pretreatment and posttreatment expectancy were measured by a short questionnaire, which was based on the procedure by Borkovec and Nau. Four composite outcome variables (pain coping and control, motoric behavior, negative affect, and quality of life) were measured before and after the intervention and at 12 months follow-up. Furthermore, several patient characteristics were taken into account. Patients with higher treatment expectancies significantly received less disability compensation and were less fearful. A regression model of 3 factors (better pain coping and control, active and positive interpretation of pain, and less disability compensation) significantly explained 10% of the variance in pretreatment expectancy. Pretreatment expectancy significantly predicted each of the 4 outcome measures immediately after treatment and at 12 months follow-up. This study corroborates the importance of treatment expectation before entering a cognitive-behavioral intervention in patients with chronic musculoskeletal pain.

The Relationships Between Female Adolescents' Media Use, Indoor Tanning Outcome Expectations, and Behavioral Intentions.

PubMed

Myrick, Jessica Gall; Noar, Seth M; Kelley, Dannielle; Zeitany, Alexandra E

2017-06-01

Unlike other types of cancer, skin cancer incidence rates are on the rise and adolescent females are particularly likely to tan indoors, a major risk factor. However, little research has examined the role of media use in encouraging or discouraging this dangerous behavior in this population. To empirically assess the links between media use, indoor tanning-related outcome expectations, and behavioral intentions. A survey of adolescent females ( N = 510) ages 15 to 18 in the Southeastern United States assessed demographics, types of media use, and indoor tanning intentions. Significant correlations between media use and indoor tanning outcome expectations were found. Use of interpersonal and social media (i.e., talking on the phone, texting, and online social media) were positively associated with positive outcome expectations about indoor tanning and negatively associated with negative outcome expectations. A path analysis revealed that interpersonal/social media use had indirect associations with indoor tanning intentions via tanning outcome expectations. Mass media use (e.g., news media, entertainment media, and magazines) was not significantly associated with most indoor tanning outcome expectations but did have a direct negative association with behavioral intentions. There are important relationships between media use, indoor tanning outcome expectations, and behavioral intentions. Interpersonal and social media use may help cultivate outcome expectations that encourage indoor tanning, which in turn may increase intentions to tan, while news media consumption in particular may reduce intentions to tan. These findings highlight the social nature of adolescent females and point to specific intervention channels for reducing indoor tanning among this population.

Mental health treatment outcome expectancies in Burundi.

PubMed

Irankunda, Pacifique; Heatherington, Laurie

2017-02-01

Best practices in global mental health stress the importance of understanding local values and beliefs. Research demonstrates that expectancies about the effectiveness of a given treatment significantly predicts outcome, beyond the treatment effect itself. To help inform the development of mental health interventions in Burundi, we studied expectancies about the effectiveness of four treatments: spiritual healing, traditional healing, medication, and selected evidence-based psychosocial treatments widely used in the US. Treatment expectancies were assessed for each of three key syndromes identified by previous research: akabonge (a set of depression-like symptoms), guhahamuka (a set of trauma-related symptoms), and ibisigo (a set of psychosis-like symptoms) . In individual interviews or written surveys in French or Kirundi with patients ( N = 198) awaiting treatment at the clinic, we described each disorder and the treatments in everyday language, asking standard efficacy expectations questions about each ("Would it work?" "Why or why not?"). Findings indicated uniformly high expectancies about the efficacy of spiritual treatment, relatively high expectancies for western evidence-based treatments (especially cognitive behavior therapy [CBT] for depression-like symptoms), lower expectancies for medicine, and especially low expectancies for traditional healing (except for traditional healing for psychosis-like symptoms). There were significant effects of gender but not of education level. Qualitative analyses of explanations provide insight into the basis of people's beliefs, their explanations about why a given treatment would or would not work varied by type of disorder, and reflected beliefs about underlying causes. Implications for program development and future research are discussed.

Challenges in Mathematics and Statistics Teaching Underpinned by Student-Lecturer Expectations

ERIC Educational Resources Information Center

Parashar, Deepak

2014-01-01

This study is motivated by the desire to address some of the enormous challenges faced by the students as well as the lecturer in fulfilling their respective expectations and duties demanded by the process of learning--teaching of mathematics and statistics within the framework of the constraining schedules laid down by the academic institutions…

Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations.

PubMed

Kelly, Aine Marie; Mullan, Patricia B

2018-05-01

Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices. Copyright © 2018 The

Doing Outcomes-Based Collaborative Teaching and Learning in Asia

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.

2015-01-01

This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

The Development of an Educational and Career Outcome Expectancy Scale.

ERIC Educational Resources Information Center

Springer, Shauna H.; Larson, Lisa M.; Tilley, Brian P.; Gasser, Courtney E.; Quinn, Aaron C.

The development of an educational outcome expectations scale was prompted by a need for a measure tailored to college students' expected level of educational attainment. Studies were conducted in an undergraduate psychology course at a midwestern university. Participants (383 women, 276 males) attending a group counseling session completed a…

Updating expected action outcome in the medial frontal cortex involves an evaluation of error type.

PubMed

Maier, Martin E; Steinhauser, Marco

2013-10-02

Forming expectations about the outcome of an action is an important prerequisite for action control and reinforcement learning in the human brain. The medial frontal cortex (MFC) has been shown to play an important role in the representation of outcome expectations, particularly when an update of expected outcome becomes necessary because an error is detected. However, error detection alone is not always sufficient to compute expected outcome because errors can occur in various ways and different types of errors may be associated with different outcomes. In the present study, we therefore investigate whether updating expected outcome in the human MFC is based on an evaluation of error type. Our approach was to consider an electrophysiological correlate of MFC activity on errors, the error-related negativity (Ne/ERN), in a task in which two types of errors could occur. Because the two error types were associated with different amounts of monetary loss, updating expected outcomes on error trials required an evaluation of error type. Our data revealed a pattern of Ne/ERN amplitudes that closely mirrored the amount of monetary loss associated with each error type, suggesting that outcome expectations are updated based on an evaluation of error type. We propose that this is achieved by a proactive evaluation process that anticipates error types by continuously monitoring error sources or by dynamically representing possible response-outcome relations.

Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study.

PubMed

van Roermund, Thea A C M; Mokkink, Henk G; Bottema, Ben J A M; van Weel, Chris; Scherpbier, Albert J J A

2014-10-03

In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers' and residents' educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment. We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities. Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult. Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper

Moderated mediation of the relationships between masculinity ideology, outcome expectations, and energy drink use.

PubMed

Levant, Ronald F; Parent, Mike C; McCurdy, Eric R; Bradstreet, Tyler C

2015-11-01

The consumption of energy drinks is a growing health-risk behavior for young men in the United States. The present study investigated the relationship between masculinity ideology, outcome expectations, energy drink use, and sleep disturbances. The authors recruited 467 adult males from universities and the Internet who provided data on their endorsement of traditional masculinity ideology, outcome expectations for use of energy drinks, use of energy drinks, and sleep disturbances. A theoretical model positing moderated mediation was tested using structural equation modeling and conditional process modeling. The results supported the hypothesized model in which endorsement of traditional masculinity ideology was linked with increased outcome expectations for benefits of energy drinks, which in turn was linked with increased energy drink consumption, and which finally was linked with greater sleep disturbance symptoms. The relationship between masculinity ideology and energy drink outcome expectations was moderated by age (significant for younger men but not for older men), and the relationship between energy drink outcome expectations and energy drink use was moderated by race (significant for White men but not for racial minority men). The present study adds to the literature on potential negative health implications of the endorsement of traditional masculinity ideology by offering a link between predictors of energy drink use (masculinity ideology, outcome expectations) and health outcomes of energy drink use (e.g., sleep disturbance). (c) 2015 APA, all rights reserved).

Threat expectancy bias and treatment outcome in patients with panic disorder and agoraphobia.

PubMed

Duits, Puck; Klein Hofmeijer-Sevink, Mieke; Engelhard, Iris M; Baas, Johanna M P; Ehrismann, Wieske A M; Cath, Danielle C

2016-09-01

Previous studies suggest that patients with panic disorder and agoraphobia (PD/A) tend to overestimate the associations between fear-relevant stimuli and threat. This so-called threat expectancy bias is thought to play a role in the development and treatment of anxiety disorders. The current study tested 1) whether patients with PD/A (N = 71) show increased threat expectancy ratings to fear-relevant and fear-irrelevant stimuli relative to a comparison group without an axis I disorder (N=65), and 2) whether threat expectancy bias before treatment predicts treatment outcome in a subset of these patients (n = 51). In a computerized task, participants saw a series of panic-related and neutral words and rated for each word the likelihood that it would be followed by a loud, aversive sound. Results showed higher threat expectancy ratings to both panic-related and neutral words in patients with PD/A compared to the comparison group. Threat expectancy ratings did not predict treatment outcome. This study only used expectancy ratings and did not include physiological measures. Furthermore, no post-treatment expectancy bias task was added to shed further light on the possibility that expectancy bias might be attenuated by treatment. Patients show higher expectancies of aversive outcome following both fear-relevant and fear-irrelevant stimuli relative to the comparison group, but this does not predict treatment outcome. Copyright © 2016 Elsevier Ltd. All rights reserved.

Pygmalion in Media-Based Learning: Effects of Quality Expectancies on Learning Outcomes

ERIC Educational Resources Information Center

Fries, Stefan; Horz, Holger; Haimerl, Charlotte

2006-01-01

Two studies investigated how quality expectations affect students' outcomes of media-based learning. Experiment 1 (N=62) demonstrated that students expecting a high-end computer-based training programme learned most, whereas students expecting a programme of ambiguous quality learned least and students having no expectations performed in between.…

Which outcomes do women expect to achieve after undergoing induced abortion.

PubMed

Nouhjah, Sedigheh; Zamani-Alavijeh, Fereshteh; Heydarabadi, Akbar Babaei; Hozaili, Maedeh

2017-02-01

Unsafe abortion is one of the most important health problems in many countries. Because of legal and moral issues, abortion is one of the most sensitive decisions. The aim of this study was to understand women's expected gains from undergoing induced abortion. To explain the factors leading to induced abortion, we collected the stories and experiences of a total of 21 people, including 18 women who underwent induced abortion in their most recent pregnancies, two women's health providers, and a companion of a mother who died after an induced abortion. This qualitative study was conducted in Imam Khomeini and Razi hospital of Ahvaz and also a number of health centers, from February to September 2014. To collect the required data, we used open and semi-structured deep interviews. Content analysis method was used to analyze the data. Three major themes emerged from the analysis of the collected data, which included the following: 1) Expected favorable health-related outcomes, 2) Expected favorable economic outcomes, and 3. Expected favorable outcomes in social level and family relationships. The results of this study showed that the studied women, to achieve to desirable outcomes in areas of health, economic and social, have undergone induced abortion. Hence, to develop programs for the prevention of induced abortion it is necessary to consider the motivations of women to intentionally terminate a pregnancy.

Outcome Expectancy and Sexual Compulsivity among Men who have Sex with Men Living with HIV

PubMed Central

Brown, Monique J.; Serovich, Julianne M.; Kimberly, Judy A.

2016-01-01

Sexual compulsivity is operationalized by engaging in repetitive sexual acts, having multiple sexual partners and/or the excessive use of pornography. Outcome expectancy refers to the beliefs about the consequences of engaging in a given behavior. Research examining the relationship between outcome expectancy and sexual compulsivity is limited. The aim of this study was to assess the association between outcome expectancy and sexual compulsivity among men who have sex with men (MSM) living with HIV. Data were obtained from 338 MSM. Simple and multiple linear regression models were used to assess the association between outcome expectancy and sexual compulsivity. After adjusting for age, race/ethnicity, income, education, and employment status, for every one point increase in outcome expectancies for condom use, HIV disclosure and negotiation of safer sex practices, there was, on average, an approximate one point decrease in sexual compulsivity score. Prevention and intervention programs geared towards reducing sexual compulsivity among MSM should focus on increasing outcome expectancies for condom use, HIV disclosure and negotiation of safer sex practices. PMID:26979416

Development of the outcome expectancy scale for self-care among periodontal disease patients.

PubMed

Kakudate, Naoki; Morita, Manabu; Fukuhara, Shunichi; Sugai, Makoto; Nagayama, Masato; Isogai, Emiko; Kawanami, Masamitsu; Chiba, Itsuo

2011-12-01

The theory of self-efficacy states that specific efficacy expectations affect behaviour. Two types of efficacy expectations are described within the theory. Self-efficacy expectations are the beliefs in the capacity to perform a specific behaviour. Outcome expectations are the beliefs that carrying out a specific behaviour will lead to a desired outcome. To develop and examine the reliability and validity of an outcome expectancy scale for self-care (OESS) among periodontal disease patients. A 34-item scale was tested on 101 patients at a dental clinic. Accuracy was improved by item analysis, and internal consistency and test-retest stability were investigated. Concurrent validity was tested by examining associations of the OESS score with the self-efficacy scale for self-care (SESS) score and plaque index score. Construct validity was examined by comparing OESS scores between periodontal patients at initial visit (group 1) and those continuing maintenance care (group 2). Item analysis identified 13 items for the OESS. Factor analysis extracted three factors: social-, oral- and self-evaluative outcome expectancy. Cronbach's alpha coefficient for the OESS was 0.90. A significant association was observed between test and retest scores, and between the OESS and SESS and plaque index scores. Further, group 2 had a significantly higher mean OESS score than group 1. We developed a 13-item OESS with high reliability and validity which may be used to assess outcome expectancy for self-care. A patient's psychological condition with regard to behaviour and affective status can be accurately evaluated using the OESS with SESS. © 2011 Blackwell Publishing Ltd.

Goal Internalization and Outcome Expectancy in Adolescent Anxiety

ERIC Educational Resources Information Center

Dickson, Joanne M.; Moberly, Nicholas J.

2013-01-01

Anxiety has been conceptualized in terms of increased avoidance motivation and higher expectancies of undesirable outcomes. However, anxiety research has hitherto not examined an important qualitative aspect of motivation: the degree to which reasons for goal pursuit are experienced as controlling and originating outside the core self. We asked 70…

Outcome Expectations and Osteoarthritis: Association of Perceived Benefits of Exercise With Self-Efficacy and Depression.

PubMed

Marszalek, Jolanta; Price, Lori Lyn; Harvey, William F; Driban, Jeffrey B; Wang, Chenchen

2017-04-01

Outcome expectancy is recognized as a determinant of exercise engagement and adherence. However, little is known about which factors influence outcome expectations for exercise among people with knee osteoarthritis (OA). This is the first study to examine the association of outcome expectations for exercise with demographic, physical, and psychosocial outcomes in individuals with knee OA. We performed a cross-sectional analysis of the baseline data from a randomized trial of tai chi versus physical therapy in participants with symptomatic knee OA. Knee pain was evaluated using the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC). Outcome expectations for exercise, self-efficacy, depression, anxiety, stress, and social support were measured using standard instruments. Logistic regression models were utilized to determine associations with outcome expectations. There were 262 participants, with a mean age of 59.8 years and a mean body mass index of 32.1 kg/m 2 ; 69.1% of the participants were female, 51.5% were white, the mean disease duration was 8.6 years, and the mean WOMAC knee pain and function scores were 260.8 and 906.8, respectively. Higher outcome expectations for exercise were associated with greater self-efficacy (odds ratio [OR] 1.25 [95% confidence interval (95% CI) 1.11-1.41]; P = 0.0004), as well as with fewer depressive symptoms (OR 0.84 for each 5-point increase [95% CI 0.73-0.97]; P = 0.01). Outcome expectancy was not significantly associated with sex, race, education, pain, function, radiographic severity, social support, anxiety, or stress. Our results suggest significant associations between outcome expectations for exercise and self-efficacy and depression. Future studies should examine how these relationships longitudinally affect long-term clinical outcomes of exercise-based treatment for knee OA. © 2016, American College of Rheumatology.

Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.

2015-01-01

This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

Reinforcement sensitivity theory and alcohol outcome expectancies in early adolescence.

PubMed

Lopez-Vergara, Hector I; Colder, Craig R; Hawk, Larry W; Wieczorek, William F; Eiden, Rina D; Lengua, Liliana J; Read, Jennifer P

2012-03-01

Little research has examined the development of alcohol expectancies in childhood, a notable omission as expectancies are viable targets for prevention programs. Moreover, limited alcohol expectancies research has been conducted from the perspective of psychobiological models of motivation despite the strong conceptual links between such models and cognitive models of alcohol use. To examine if the associations between individual differences from the revised reinforcement sensitivity theory (Gray JA, McNaughton N. The Neuropsychology of Anxiety: An Enquiry into the Functions of the Septo-hippocampal System (2nd ed.). Oxford, UK: Oxford University Press, 2000) and alcohol use is mediated by alcohol expectancies in a large community sample of early adolescents using a prospective design. 378 families (1 caregiver; 1 child) were recruited via random digit phone call using a prospective design. Our findings suggest that both a strong behavioral approach system and fight-flight or freeze system were associated with high levels of positive outcome expectancies, which subsequently predicted an increase in likelihood of alcohol use. There was also some evidence that drive (an aspect of behavioral approach system) was also positively associated with negative expectancies, which subsequently predicted a low probability of alcohol use. Individual differences in reinforcement sensitivity may influence the acquisition of positive and negative outcome expectancies, thereby potentially influencing the likelihood of alcohol use in early adolescence. Thus, reinforcement sensitivity theory is a promising theory to account for the link between neural models of addiction and early acquisition of alcohol use in humans.

Depressive symptoms, depression proneness, and outcome expectancies for cigarette smoking.

PubMed

Friedman-Wheeler, Dara G; Ahrens, Anthony H; Haaga, David A F; McIntosh, Elizabeth; Thorndike, Frances P

2007-08-01

The high rates of cigarette smoking among depressed persons may be partially explained by increased positive expectancies for cigarette smoking among this population. In view of theoretical and empirical work on depressed people's negative views of the future, though, it would be expected that depressed smokers would hold particularly negative expectancies about the effects of cigarette smoking. The two current studies examined the relations between depression and smoking outcome expectancies in (a) a general population of adult regular smokers and (b) adult smokers seeking to quit smoking. Depressive symptoms and depression proneness both showed significant positive correlations with positive expectancies for cigarette smoking. Several positive correlations with negative expectancies also emerged. Thus, experiencing depressive symptoms may serve to amplify both favorable and unfavorable expectancies about the effects of smoking.

Which outcomes do women expect to achieve after undergoing induced abortion

PubMed Central

Nouhjah, Sedigheh; Zamani-Alavijeh, Fereshteh; Heydarabadi, Akbar Babaei; Hozaili, Maedeh

2017-01-01

Introduction Unsafe abortion is one of the most important health problems in many countries. Because of legal and moral issues, abortion is one of the most sensitive decisions. The aim of this study was to understand women’s expected gains from undergoing induced abortion. Methods To explain the factors leading to induced abortion, we collected the stories and experiences of a total of 21 people, including 18 women who underwent induced abortion in their most recent pregnancies, two women’s health providers, and a companion of a mother who died after an induced abortion. This qualitative study was conducted in Imam Khomeini and Razi hospital of Ahvaz and also a number of health centers, from February to September 2014. To collect the required data, we used open and semi-structured deep interviews. Content analysis method was used to analyze the data. Results Three major themes emerged from the analysis of the collected data, which included the following: 1) Expected favorable health-related outcomes, 2) Expected favorable economic outcomes, and 3. Expected favorable outcomes in social level and family relationships. Conclusion The results of this study showed that the studied women, to achieve to desirable outcomes in areas of health, economic and social, have undergone induced abortion. Hence, to develop programs for the prevention of induced abortion it is necessary to consider the motivations of women to intentionally terminate a pregnancy. PMID:28465801

Teaching Experience and Expectations of Early-Career Academics in Mozambique: The Case of Universidade Eduardo Mondlane

ERIC Educational Resources Information Center

Cossa, Eugénia Flora Rosa; Buque, Domingos Carlos; Fringe, Jorge Jaime dos Santos

2016-01-01

This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mondlane (UEM) acquire pedagogical knowledge, develop their teaching experience as well as examine their expectations regarding the teaching profession. A questionnaire, composed mostly of closed questions and one open-ended question, was applied to 71…

Preparing Graduate Students for Teaching: Expected and Unexpected Outcomes from Participation in a GK-12 Classroom Fellowship

ERIC Educational Resources Information Center

Page, Melissa; Wilhelm, Mari S.; Regens, Nancy

2011-01-01

Graduate students in science technology, engineering, and mathematics (STEM) fields often enter degree programs focused on research or field-based experiences. Being a teaching assistant can serve two purposes: one for financial compensation and two as preparation for teaching in a future career. The GK-12 program (Graduate Teaching Fellows in…

Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

PubMed Central

2011-01-01

Background In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence

Is different better?: models of teaching and their influence on the net financial outcome for general practice teaching posts.

PubMed

Laurence, Caroline O; Black, Linda E; Cheah, Carolyn; Karnon, Jonathan

2011-07-12

In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence intervals $419, $718). The GP

Model testing for reliability and validity of the Outcome Expectations for Exercise Scale.

PubMed

Resnick, B; Zimmerman, S; Orwig, D; Furstenberg, A L; Magaziner, J

2001-01-01

Development of a reliable and valid measure of outcome expectations for exercise appropriate for older adults will help establish the relationship between outcome expectations and exercise. Once established, this measure can be used to facilitate the development of interventions to strengthen outcome expectations and improve adherence to regular exercise in older adults. Building on initial psychometrics of the Outcome Expectation for Exercise (OEE) Scale, the purpose of the current study was to use structural equation modeling to provide additional support for the reliability and validity of this measure. The OEE scale is a 9-item measure specifically focusing on the perceived consequences of exercise for older adults. The OEE scale was given to 191 residents in a continuing care retirement community. The mean age of the participants was 85 +/- 6.1 and the majority were female (76%), White (99%), and unmarried (76%). Using structural equation modeling, reliability was based on R2 values, and validity was based on a confirmatory factor analysis and path coefficients. There was continued evidence for reliability of the OEE based on R2 values ranging from .42 to .77, and validity with path coefficients ranging from .69 to .87, and evidence of model fit (X2 of 69, df = 27, p < .05, NFI = .98, RMSEA = .07). The evidence of reliability and validity of this measure has important implications for clinical work and research. The OEE scale can be used to identify older adults who have low outcome expectations for exercise, and interventions can then be implemented to strengthen these expectations and thereby improve exercise behavior.

Patient Expectations and Patient-Reported Outcomes in Surgery: A Systematic Review

PubMed Central

Waljee, Jennifer; McGlinn, Evan P.; Sears, Erika Davis; Chung, Kevin C.

2014-01-01

Background Recent events in healthcare reform have brought national attention to integrating patient experiences and expectations into quality metrics. Few studies have comprehensively evaluated the effect of patient expectations on patient-reported outcomes (PROs) following surgery. The purpose of this study is to systematically review the available literature describing the relationship between patient expectations and postoperative PROs. Methods We performed a search of the literature published prior to November 1, 2012. Articles were included in the review if 1) primary data were presented 2) patient expectations regarding a surgical procedure were measured 3) PROs were measured, and 4) the relationship between patient expectations and PROs was specifically examined. PROs were categorized into five subgroups: satisfaction, quality of life (QOL), disability, mood disorder, and pain. We examined each study to determine the relationship between patient expectations and PROs as well as study quality. Results From the initial literature search yielding 1,708 studies, 60 articles were included. Fulfillment of expectations was associated with improved PROs among 24 studies. Positive expectations were correlated with improved PROs for 28 (47%) studies, and poorer PROs for 9 (15%) studies. Eighteen studies reported that fulfillment of expectations was correlated with improved patient satisfaction, and 10 studies identified that positive expectations were correlated with improved postoperative QOL. Finally, patients with positive preoperative expectations reported less pain (8 studies) and disability (15 studies) compared with patients with negative preoperative expectations. Conclusions Patient expectations are inconsistently correlated with PROs following surgery, and there is no accepted method to capture perioperative expectations. Future efforts to rigorously measure expectations and explore their influence on postoperative outcomes can inform clinicians and policy

Teacher Receptivity to a Multidimensional Training Model: Learning/Teaching Styles and Expectations.

ERIC Educational Resources Information Center

Bass, Angela L.

The critical aspects of a training model used in a program called Turning Point are described. The program allows teachers to make appropriate paradigm shifts that empower them to analyze their own teaching styles and student expectations in an effort to address their students' learning styles more effectively. The training model makes it possible…

Parental Educational Expectations and Their Impact on Student Outcomes. Project LONGSTEP Memorandum Report.

ERIC Educational Resources Information Center

Chalupsky, Albert B.; Coles, Gary J.

This report summarizes the results of an exploratory study of the relationship between parents' educational expectations for their children, the children's perceptions of these expectations, and student outcomes. Of particular interest were the congruence between parental expectations and the children's perceptions of these expectations and the…

Relationships Between Teacher Aptitudes, Teaching Behaviors, and Pupil Outcomes.

ERIC Educational Resources Information Center

Ekstrom, Ruth B.

A model of elementary school teacher behavior affecting pupil outcomes is presented, and research based upon that model is discussed. A portion of the model, the relationship between teacher aptitudes and knowledge, teaching behavior, and pupil outcomes is focused upon. Aptitudes considered important included verbal and reasoning ability, memory,…

Service-Learning in Nonprofit Organizations: Motivations, Expectations, and Outcomes

ERIC Educational Resources Information Center

Basinger, Nancy; Bartholomew, Keith

2006-01-01

This article applies theories of giving from philanthropic studies to enhance understanding of service-learning relationships between students and community partners. Focusing on the participation motivations, outcome expectations, and satisfaction levels of community partners who have recently completed work with service-learning students, the…

Parental pressure and support toward Asian Americans' self-efficacy, outcome expectations, and interests in stereotypical occupations: Living up to parental expectations and internalized stereotyping as mediators.

PubMed

Shen, Frances C; Liao, Kelly Yu-Hsin; Abraham, W Todd; Weng, Chih-Yuan

2014-04-01

This study examined whether living up to parental expectations and internalized stereotyping (i.e., internalizing Asian American stereotypes) mediated the impact of parental pressure and support on occupational outcomes (i.e., self-efficacy, outcome expectations, and interests in stereotypical occupations) among 229 Asian American students from universities nationwide. Results indicated that living up to parental expectations and internalized stereotyping partially mediated the associations between parental pressure and these 3 occupational outcomes. In addition, living up to parental expectations fully mediated the associations between parental support and the 3 occupational outcomes, but internalized stereotyping did not. The results demonstrated the differential role of parental pressure and parental support as well as the mediating role of living up to parental expectations and internalized stereotyping in Asian Americans' occupational outcomes. Future research directions and clinical implications are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Positive Outcome Expectancy Mediates the Relationship Between Peer Influence and Internet Gaming Addiction Among Adolescents in Taiwan.

PubMed

Wu, Jo Yung Wei; Ko, Huei-Chen; Wong, Tsui-Yin; Wu, Li-An; Oei, Tian Po

2016-01-01

The present study examined the role of positive outcome expectancy in the relationship between peer/parental influence and Internet gaming addiction (IGA) among adolescents in Taiwan. Two thousand, one hundred and four junior high students completed the Chen Internet Addiction Scale for IGA, Parental Influence for IGA, peer influence for IGA, and Positive Outcome Expectancy of Internet Gaming Questionnaire. Results showed that the three types of peer influences (positive attitudes toward Internet gaming, frequency of Internet game use, and invitation to play) and positive outcome expectancy were significantly and positively correlated with IGA. Moreover, peer influence was also positively correlated with positive outcome expectancy. On the other hand, positive outcome expectancy and parental influences had a low correlation. Structural equation modeling analysis revealed that positive outcome expectancy did not mediate the relationship between either type of parental influences and IGA, and only the parent's invitation to play Internet games directly predicted IGA severity. However, peers' positive attitude or the frequency of peers' Internet game use positively predicted IGA and was fully mediated through positive outcome expectancy of Internet gaming. In addition, the frequency of peers' invitation to play Internet games directly and indirectly predicted IGA severity through a partial mediation of positive outcome expectancy of Internet gaming. The overall fit of the model was adequate and was able to explain 25.0 percent of the variance. The findings provide evidence in illuminating the role of peer influences and positive outcome expectancy of Internet gaming in the process of why adolescents may develop IGA.

Great expectations: teaching ethics to medical students in South Africa.

PubMed

Behrens, Kevin Gary; Fellingham, Robyn

2014-12-01

Many academic philosophers and ethicists are appointed to teach ethics to medical students. We explore exactly what this task entails. In South Africa the Health Professions Council's curriculum for training medical practitioners requires not only that students be taught to apply ethical theory to issues and be made aware of the legal and regulatory requirements of their profession, it also expects moral formation and the inculcation of professional virtue in students. We explore whether such expectations are reasonable. We defend the claim that physicians ought to be persons of virtuous character, on the grounds of the social contract between society and the profession. We further argue that since the expectations of virtue of health care professionals are reasonable, it is also sound reasoning to expect ethics teachers to try to inculcate such virtues in their students, so far as this is possible. Furthermore, this requires of such teachers that they be suitable role models of ethical practice and virtue, themselves. We claim that this applies to ethics teachers who are themselves not members of the medical profession, too, even though they are not bound by the same social contract as doctors. We conclude that those who accept employment as teachers of ethics to medical students, where as part of their contractual obligation they are expected to inculcate moral values in their students, ought to be prepared to accept their responsibility to be professionally ethical, themselves. © 2013 John Wiley & Sons Ltd.

Positive Outcomes Increase over Time with the Implementation of a Semiflipped Teaching Model

ERIC Educational Resources Information Center

Gorres-Martens, Brittany K.; Segovia, Angela R.; Pfefer, Mark T.

2016-01-01

The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online…

Why Some Countries Attract More High-Ability Young Students to Teaching: Cross-National Comparisons of Students’ Expectation of Becoming a Teacher

PubMed Central

PARK, HYUNJOON; BYUN, SOO-YONG

2017-01-01

Using data from 37,570 students in 23 OECD countries in PISA 2006, we examine how national contexts shape the expectation of being a teacher at age 30 among high-achieving students in secondary schools. Our results show considerable between-country differences in the degree of students’ expectation of a teaching job. To address sources of this cross-national variation, we use two-level logit models by linking student-level data with country-level data. Consistent with earlier findings, we find that teachers’ economic status matters for students’ expectation of becoming a teacher. Moreover, our results show that teachers’ social status also matters. Countries’ levels of professionalization of teaching, indicated by whether teachers have a bachelor’s degree and are fully certified, are also related to students’ expectation of the teaching profession. Specifically, in countries with higher levels of professionalization, we see a reduced gender gap in students’ expectation of becoming a teacher. PMID:28529349

Teaching High-Expectation Strategies to Teachers through an Intervention Process

ERIC Educational Resources Information Center

McDonald, Lyn; Flint, Annaline; Rubie-Davies, Christine M.; Peterson, Elizabeth R.; Watson, Penny; Garrett, Lynda

2016-01-01

This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from…

Apprehensions and Expectations of the Adoption of Systematically Planned, Outcome-Oriented Practice

ERIC Educational Resources Information Center

Savaya, Riki; Altschuler, Dorit; Melamed, Sharon

2013-01-01

Objectives: The study examined social workers' apprehensions and expectations of the impending adoption of systematically planned, empirically based, outcome-oriented practice (SEOP). Method: Employing a mixed methods longitudinal design, the study used concept mapping to identify and map workers' apprehensions and expectations and a self-reported…

Do Alcohol Expectancy Outcomes and Valuations Mediate Peer Influences and Lifetime Alcohol Use among Early Adolescents?

ERIC Educational Resources Information Center

Zamboanga, Byron L.; Schwartz, Seth J.; Ham, Lindsay S.; Jarvis, Lorna Hernandez; Olthuis, Janine V.

2009-01-01

Building on the theory of reasoned action (I. Ajzen & M. Fishbein, 1973, 1980; M. Fishbein & I. Ajzen, 1975) and expectancy theory, the authors examined the mediating role of alcohol expectancies in adolescent drinking behaviors by testing whether alcohol expectancy outcomes and valuations (the extent to which these outcomes are perceived…

Staged single-ventricle palliation in 2011: outcomes and expectations.

PubMed

Petit, Christopher J

2011-01-01

Outcomes for staged palliation for single-ventricle heart disease have improved over the past two decades. As outcomes improve, parental expectations for survival and quality of life have risen accordingly. Nevertheless, the number of interventions and complications these patients must endure remain high. The final surgical destination of the single-ventricle patient, the total cavopulmonary connection (or Fontan operation) successfully separates systemic venous and pulmonary venous blood flow but does so at great cost. Fontan patients remain at significant risk of complications despite what are perceived to be "favorable" hemodynamics. The outcomes in this population are discussed in this review, with particular attention to the history behind our current strategies as well as to recent salient studies. © 2011 Copyright the Author. Congenital Heart Disease © 2011 Wiley Periodicals, Inc.

Mapping clinical outcomes expectations to treatment decisions: an application to vestibular schwannoma management.

PubMed

Cheung, Steven W; Aranda, Derick; Driscoll, Colin L W; Parsa, Andrew T

2010-02-01

Complex medical decision making obligates tradeoff assessments among treatment outcomes expectations, but an accessible tool to perform the necessary analysis is conspicuously absent. We aimed to demonstrate methodology and feasibility of adapting conjoint analysis for mapping clinical outcomes expectations to treatment decisions in vestibular schwannoma (VS) management. Prospective. Tertiary medical center and US-based otologists/neurotologists. Treatment preference profiles among VS stakeholders-61 younger and 74 older prospective patients, 61 observation patients, and 60 surgeons-were assessed for the synthetic VS case scenario of a 10-mm tumor in association with useful hearing and normal facial function. Treatment attribute utility. Conjoint analysis attribute levels were set in accordance to the results of a meta-analysis. Forty-five case series were disaggregated to formulate microsurgery facial nerve and hearing preservation outcomes expectations models. Attribute utilities were computed and mapped to the realistic treatment choices of translabyrinthine craniotomy, middle fossa craniotomy, and gamma knife radiosurgery. Among the treatment attributes of likelihoods of causing deafness, temporary facial weakness for 2 months, and incurable cancer within 20 years, and recovery time, permanent deafness was less important to tumor surgeons, and temporary facial weakness was more important to tumor surgeons and observation patients (Wilcoxon rank-sum, p < 0.001). Inverse mapping of preference profiles to realistic treatment choices showed all study cohorts were inclined to choose gamma knife radiosurgery. Mapping clinical outcomes expectations to treatment decisions for a synthetic clinical scenario revealed inhomogeneous drivers of choice selection among study cohorts. Medical decision engines that analyze personal preferences of outcomes expectations for VS and many other diseases may be developed to promote shared decision making among health care stakeholders

Gambling Outcome Expectancies and Gambling Behavior Among African-American Adolescents: Gender as a Moderating Variable.

PubMed

Simmons, Jessica L; Whelan, James P; Meyers, Andrew W; Wickwire, Emerson M

2016-03-01

Most high school adolescents have reported past year gambling, and males gamble more frequently and problematically than females. Ethnic minority adolescents appear to be gambling at a higher rate than Caucasian adolescents. There is evidence indicating that adolescent gambling outcome expectancies are correlated with gambling behavior, but limited evidence that this relation differs by gender. In the present study gender was evaluated as a moderator in the relation between gambling outcome expectancies and gambling behaviors in an African-American high school sample. Males gambled more frequently, gambled more problematically and held more positive gambling outcome expectancies than females. Gender was found to moderate the relations between gambling frequency and the expectations of material gain, affect, self-evaluation and parental approval. Gender also moderated the relations between gambling problems and expectations of affect and self-evaluation. These findings should inform future adolescent gambling prevention and intervention programs.

Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes

ERIC Educational Resources Information Center

Hatisaru, Vesife; Erbas, Ayhan Kursat

2017-01-01

The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers…

Learning to Teach in the Early Years Classroom

ERIC Educational Resources Information Center

Blaise, Mindy; Nuttal, Joce

2011-01-01

"Learning to Teach in the Early Years Classroom" helps teacher education students understand the complexities of teaching in early years' classrooms. It integrates research and theory with practice through vignettes, based on authentic classroom case studies, in order to show students how educators make decisions and achieve expected outcomes.…

Psychometric evaluation of dietary self-efficacy and outcome expectation scales in female college freshmen.

PubMed

Kedem, Leia E; Evans, Ellen M; Chapman-Novakofski, Karen

2014-11-01

Lifestyle interventions commonly measure psychosocial beliefs as precursors to positive behavior change, but often overlook questionnaire validation. This can affect measurement accuracy if the survey has been developed for a different population, as differing behavioral influences may affect instrument validity. The present study aimed to explore psychometric properties of self-efficacy and outcome expectation scales-originally developed for younger children-in a population of female college freshmen (N = 268). Exploratory principal component analysis was used to investigate underlying data patterns and assess validity of previously published subscales. Composite scores for reliable subscales (Cronbach's α ≥ .70) were calculated to help characterize self-efficacy and outcome expectation beliefs in this population. The outcome expectation factor structure clearly comprised of positive (α = .81-.90) and negative outcomes (α = .63-.67). The self-efficacy factor structure included themes of motivation and effort (α = .75-.94), but items pertaining to hunger and availability cross-loaded often. Based on cross-loading patterns and low Cronbach's alpha values, respectively, self-efficacy items regarding barriers to healthy eating and negative outcome expectation items should be refined to improve reliability. Composite scores suggested that eating healthfully was associated with positive outcomes, but self-efficacy to do so was lower. Thus, dietary interventions for college students may be more successful by including skill-building activities to enhance self-efficacy and increase the likelihood of behavior change. © The Author(s) 2014.

The Instrumental Side of Corporal Punishment: Parents' Reported Practices and Outcome Expectancies.

ERIC Educational Resources Information Center

Holden, George W.; Miller, Pamela C.; Harris, Susan D.

1999-01-01

Reports on two studies that assessed the relationship between mothers' and fathers' disciplinary practices with three-year-olds and outcome expectancies. Mothers who used corporal punishment at least once a week believed that it was more likely to result in positive outcomes than mothers who never or occasionally spanked. No significant…

Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

ERIC Educational Resources Information Center

Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

2013-01-01

This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

Associations between ADHD symptoms and smoking outcome expectancies in a non-clinical sample of daily cigarette smokers.

PubMed

Goldenson, Nicholas I; Pang, Raina D; Leventhal, Adam M

2016-03-01

Smoking outcome expectancies for positive reinforcement (PR: beliefs that smoking produces desirable outcomes) and negative reinforcement (NR: beliefs that smoking alleviates negative affect) are modifiable cognitive manifestations of affect-mediated smoking motivation. Based on prior data and theory, we hypothesized that NR and PR expectancies are associated with ADHD symptom levels in a non-clinical sample of cigarette smokers. (Am J Addict 2016; XX:XX -XX) METHODS: Daily cigarette smokers (N = 256) completed self-report measures of ADHD symptoms and smoking outcome expectancies. Cross-sectional associations of overall ADHD symptomatology and the ADHD symptom dimensions of inattention (IN: difficulty concentrating and distractibility) and hyperactivity impulsivity (HI: poor inhibitory control and motor activity restlessness) with PR and NR smoking outcome expectancies were examined. Higher levels of overall, IN and HI ADHD symptoms were positively associated with NR smoking expectancies after statistically controlling for anxiety, depression, alcohol/drug use problems, nicotine dependence, and other smoking expectancies. Although neither HI nor IN symptom dimensions exhibited empirically unique relations to NR expectancies over and above one another, the collective variance across IN and HI was associated with NR expectancies. PR expectancies were not associated with ADHD symptoms. Although PR and NR expectancies may be important etiological influences in the overall population of smokers, NR outcome expectancies appear to be disproportionately expressed in smokers with elevated ADHD symptoms. Cognitive manifestations of NR motivation, which may be modifiable via intervention, are prominent in smokers with elevated ADHD symptoms. Beliefs that smoking alleviates negative affect may underlie ADHD-smoking comorbidity. © American Academy of Addiction Psychiatry.

Drinking Motives and Alcohol Outcome Expectancies as Mediators of the Association between Negative Urgency and Alcohol Consumption

PubMed Central

Anthenien, Amber M.; Lembo, Jordanna; Neighbors, Clayton

2017-01-01

Objective To determine whether the effects of negative urgency, a unique facet of impulsivity marked by engaging in potentially unhealthy and rash behaviors in order to cope with anxiety or negative moods, on drinking behavior can be explained by positive and negative alcohol outcome expectancies and specific drinking motives (i.e., coping and enhancement). Methods College students (N = 194) completed web-based surveys in exchange for course credit. Students completed measures of negative urgency, comprehensive effects of alcohol, drinking motives, and alcohol use behaviors. Results Results of path analysis indicated significant indirect effects of negative urgency and alcohol use through both alcohol outcome expectancies and enhancement motives. The effects of enhancement motives on drinking were mediated by positive alcohol outcome expectancies. The effects of coping motives on drinking were not attributable to negative expectancies. Conclusions Individuals high on negative urgency may consume alcohol in order to ameliorate their emotional distress due to strong desires to increase positive and decrease negative experiences associated with drinking. Emotion-focused impulsivity’s influence on drinking outcomes can be ascribed to enhancement motives for drinking as well as positive and negative alcohol outcome expectancies. Prevention efforts should target drinking motives and alcohol outcome expectancies among those higher in negative urgency. PMID:27914226

Drinking motives and alcohol outcome expectancies as mediators of the association between negative urgency and alcohol consumption.

PubMed

Anthenien, Amber M; Lembo, Jordanna; Neighbors, Clayton

2017-03-01

To determine whether the effects of negative urgency, a unique facet of impulsivity marked by engaging in potentially unhealthy and rash behaviors in order to cope with anxiety or negative moods, on drinking behavior can be explained by positive and negative alcohol outcome expectancies and specific drinking motives (i.e., coping and enhancement). College students (N=194) completed web-based surveys in exchange for course credit. Students completed measures of negative urgency, comprehensive effects of alcohol, drinking motives, and alcohol use behaviors. Results of path analysis indicated significant indirect effects of negative urgency and alcohol use through both alcohol outcome expectancies and enhancement motives. The effects of enhancement motives on drinking were mediated by positive alcohol outcome expectancies. The effects of coping motives on drinking were not attributable to negative expectancies. Individuals high on negative urgency may consume alcohol in order to ameliorate their emotional distress due to strong desires to increase positive and decrease negative experiences associated with drinking. Emotion-focused impulsivity's influence on drinking outcomes can be ascribed to enhancement motives for drinking as well as positive and negative alcohol outcome expectancies. Prevention efforts should target drinking motives and alcohol outcome expectancies among those higher in negative urgency. Copyright © 2016 Elsevier Ltd. All rights reserved.

Does practicing a skill with the expectation of teaching alter motor preparatory cortical dynamics?

PubMed

Daou, Marcos; Lohse, Keith R; Miller, Matthew W

2018-05-01

Recent evidence suggests practicing a motor skill with the expectation of teaching it enhances learning by increasing information processing during motor preparation. However, the specific motor preparatory processes remain unknown. The present study sought to address this shortcoming by employing EEG to assess participants' motor preparatory processes while they completed a golf putting pretest, and then practiced putting with the expectation of (a) teaching another participant how to putt the next day (teach group, n = 30), or (b) being tested on their putting the next day (test group, n = 30). Participants' EEG during the 3-s prior to and 1-s after initiating putter movement was analyzed. All participants completed posttests 1 day after the practice session. The teach group exhibited better posttest performance (superior learning) relative to the test group, but no group differences in motor preparatory processing (EEG) emerged. However, participants in both groups exhibited linear decreases in both theta power at frontal midline and upper-alpha power over motor areas during putt initiation. These results suggest a decrease in working memory and action monitoring (frontal midline theta), and an increase in motor programming (motor upper-alpha) during putt initiation. Further, participants in both groups exhibited increased frontal midline theta from pretest to practice, but decreases in both upper motor-alpha and upper-alpha coherence between left/right temporal and motor planning regions. These results suggest participants utilized working memory and action monitoring to a greater extent during practice relative to pretest, while refining their motor programming and verbal-analytic/visuospatial involvement in motor programming. Copyright © 2018 Elsevier B.V. All rights reserved.

Outcomes of elective induction of labour compared with expectant management: population based study

PubMed Central

Ferguson, Evelyn; Duffy, Andrew; Ford, Ian; Chalmers, James; Norman, Jane E

2012-01-01

Objective To determine neonatal outcomes (perinatal mortality and special care unit admission) and maternal outcomes (mode of delivery, delivery complications) of elective induction of labour compared with expectant management. Design Retrospective cohort study using an unselected population database. Setting Consultant and midwife led obstetric units in Scotland 1981-2007. Participants 1 271 549 women with singleton pregnancies of 37 weeks or more gestation. Interventions Outcomes of elective induction of labour (induction of labour with no recognised medical indication) at 37, 38, 39, 40, and 41 weeks’ gestation compared with those of expectant management (continuation of pregnancy to either spontaneous labour, induction of labour or caesarean section at a later gestation). Main outcome measures Extended perinatal mortality, mode of delivery, postpartum haemorrhage, obstetric anal sphincter injury, and admission to a neonatal or special care baby unit. Outcomes were adjusted for age at delivery, parity, year of birth, birth weight, deprivation category, and, where appropriate, mode of delivery. Results At each gestation between 37 and 41 completed weeks, elective induction of labour was associated with a decreased odds of perinatal mortality compared with expectant management (at 40 weeks’ gestation 0.08% (37/44 764) in the induction of labour group versus 0.18% (627/350 643) in the expectant management group; adjusted odds ratio 0.39, 99% confidence interval 0.24 to 0.63), without a reduction in the odds of spontaneous vertex delivery (at 40 weeks’ gestation 79.9% (35 775/44 778) in the induction of labour group versus 73.7% (258 665/350 791) in the expectant management group; adjusted odds ratio 1.26, 1.22 to 1.31). Admission to a neonatal unit was, however, increased in association with elective induction of labour at all gestations before 41 weeks (at 40 weeks’ gestation 8.0% (3605/44 778) in the induction of labour group compared

Modelling the contribution of negative affect, outcome expectancies and metacognitions to cigarette use and nicotine dependence.

PubMed

Nikčević, Ana V; Alma, Leyla; Marino, Claudia; Kolubinski, Daniel; Yılmaz-Samancı, Adviye Esin; Caselli, Gabriele; Spada, Marcantonio M

2017-11-01

Both positive smoking outcome expectancies and metacognitions about smoking have been found to be positively associated with cigarette use and nicotine dependence. The goal of this study was to test a model including nicotine dependence and number of daily cigarettes as dependent variables, anxiety and depression as independent variables, and smoking outcome expectancies and metacognitions about smoking as mediators between the independents and dependents. The sample consisted of 524 self-declared smokers who scored 3 or above on the Fagerstrom Test for Nicotine Dependence (FTND: Uysal et al., 2004). Anxiety was not associated with either cigarette use or nicotine dependence but was positively associated with all mediators with the exception of stimulation state enhancement and social facilitation. Depression, on the other hand, was found to be positively associated with nicotine dependence (and very weakly to cigarette use) but was not associated with either smoking outcome expectancies or metacognitions about smoking. Only one smoking outcome expectancy (negative affect reduction) was found to be positively associated with nicotine dependence but not cigarette use. Furthermore one smoking outcome expectancy (negative social impression) was found to be positively associated with cigarette use (but not to nicotine dependence). All metacognitions about smoking were found to be positively associated with nicotine dependence. Moreover, negative metacognitions about uncontrollability were found to be positively associated with cigarette use. Metacognitions about smoking appear to be a stronger mediator than smoking outcome expectancies in the relationship between negative affect and cigarette use/nicotine dependence. The implications of these findings are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Integrating evidence-based teaching into to clinical practice should improve outcomes.

PubMed

Richards, Derek

2005-01-01

Sources used were Medline, Embase, the Education Resources Information Centre , Cochrane Controlled Trials Register, Cochrane Database of Systematic Reviews, the Database of Abstracts of Reviews of Effects, Health Technology Assessment database, Best Evidence, Best Evidence Medical Education and Science Citation Index, along with reference lists of known systematic reviews. Studies were chosen for inclusion if they evaluated the effects of postgraduate evidence-based medicine (EBM) or critical appraisal teaching in comparison with a control group or baseline before teaching, using a measure of participants' learning achievements or patients' health gains as outcomes. Articles were graded as either level 1 (randomised controlled trials (RCT)) or level 2 (non-randomised studies that either had a comparison with a control group), or a before and after comparison without a control group. Learning achievement was assessed separately for knowledge, critical appraisal skills, attitudes and behaviour. Because of obvious heterogeneity in the features of individual studies, their quality and assessment tools used, a meta-analysis could not be carried out. Conclusions were weighted by methodological quality. Twenty-three relevant studies were identified, comprising four RCT, seven non-RCT, and 12 before and after comparison studies. Eighteen studies (including two RCT) evaluated a standalone teaching method and five studies (including two RCT) evaluated a clinically integrated teaching method. Standalone teaching improved knowledge but not skills, attitudes or behaviour. Clinically integrated teaching improved knowledge, skills, attitudes and behaviour. Teaching of EBM should be moved from classrooms to clinical practice to achieve improvements in substantial outcomes.

Expectancy-Value and Cognitive Process Outcomes in Mathematics Learning: A Structural Equation Analysis

ERIC Educational Resources Information Center

Phan, Huy P.

2014-01-01

Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model…

Relationships between Treatment Expectations and Treatment Outcomes among Outpatients with Substance Use Problems

ERIC Educational Resources Information Center

Raylu, Namrata; Kaur, Inderjit

2012-01-01

Currently, studies exploring the relationship between treatment expectations (TE) and outcome among individuals with substance use problems are significantly lacking. This is important as relapse and attrition rates among this group are greater than those with other psychological problems. Understanding how TE impact treatment outcomes among this…

Expectations from different perspectives on future work outcome of young adults with intellectual and developmental disabilities.

PubMed

Holwerda, Anja; Brouwer, Sandra; de Boer, Michiel R; Groothoff, Johan W; van der Klink, Jac J L

2015-03-01

Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17-20 years, and with an ability to work according to the Social Security Institute were examined. The school teacher's expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.

Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes

ERIC Educational Resources Information Center

Michel, Norbert; Cater, John James, III; Varela, Otmar

2009-01-01

This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or…

Who Are You More Likely to Help? The Effects of Expected Outcomes and Regulatory Focus on Prosocial Performance.

PubMed

Xiao, Fengqiu; Zheng, Zhiwei; Zhang, Heyi; Xin, Ziqiang; Chen, Yinghe; Li, Yiwei

2016-01-01

Prosocial behavior refers to a broad category of actions that benefit other people or the society. Compared with other factors that affect prosocial performance, prosocial outcomes, consisting of prosocial gains and prosocial non-losses have received less attention up to now. In the current research, we explored the influences of different types of expected outcomes and regulatory focus on prosocial performance. Studies 1a and 1b examined the differences in prosocial performance elicited by prosocial gain (e.g., enhancing others' access to clean water) and prosocial non-loss outcomes (e.g., protecting others from suffering dirty water). We found that the expected prosocial non-loss outcomes induced greater prosocial performance compared with the expected prosocial gain outcomes. Studies 2a and 2b examined the effects of dispositional and situational regulatory focus on prosocial loss aversion. We found that differences in prosocial performance between two expected prosocial outcomes were reduced when promotion focus was primed; whereas a primed prevention focus did not significantly increase this difference. Additionally, participants displayed a greater prosocial loss aversion in the prevention focus condition than in the promotion focus condition. The reason for the non-significant interaction between regulatory focus and expected prosocial outcome was discussed.

Who Are You More Likely to Help? The Effects of Expected Outcomes and Regulatory Focus on Prosocial Performance

PubMed Central

Xiao, Fengqiu; Zheng, Zhiwei; Zhang, Heyi; Xin, Ziqiang; Chen, Yinghe; Li, Yiwei

2016-01-01

Prosocial behavior refers to a broad category of actions that benefit other people or the society. Compared with other factors that affect prosocial performance, prosocial outcomes, consisting of prosocial gains and prosocial non-losses have received less attention up to now. In the current research, we explored the influences of different types of expected outcomes and regulatory focus on prosocial performance. Studies 1a and 1b examined the differences in prosocial performance elicited by prosocial gain (e.g., enhancing others’ access to clean water) and prosocial non-loss outcomes (e.g., protecting others from suffering dirty water). We found that the expected prosocial non-loss outcomes induced greater prosocial performance compared with the expected prosocial gain outcomes. Studies 2a and 2b examined the effects of dispositional and situational regulatory focus on prosocial loss aversion. We found that differences in prosocial performance between two expected prosocial outcomes were reduced when promotion focus was primed; whereas a primed prevention focus did not significantly increase this difference. Additionally, participants displayed a greater prosocial loss aversion in the prevention focus condition than in the promotion focus condition. The reason for the non-significant interaction between regulatory focus and expected prosocial outcome was discussed. PMID:27824909

Do quality indicators for general practice teaching practices predict good outcomes for students?

PubMed

Bartlett, Maggie; Potts, Jessica; McKinley, Bob

2016-07-01

Keele medical students spend 113 days in general practices over our five-year programme. We collect practice data thought to indicate good quality teaching. We explored the relationships between these data and two outcomes for students; Objective Structured Clinical Examination (OSCE) scores and feedback regarding the placements. Though both are surrogate markers of good teaching, they are widely used. We collated practice and outcome data for one academic year. Two separate statistical analyses were carried out: (1) to determine how much of the variation seen in the OSCE scores was due to the effect of the practice and how much to the individual student. (2) to identify practice characteristics with a relationship to student feedback scores. (1) OSCE performance: 268 students in 90 practices: six quality indicators independently influenced the OSCE score, though without linear relationships and not to statistical significance. (2) Student satisfaction: 144 students in 69 practices: student feedback scores are not influenced by practice characteristics. The relationships between the quality indicators we collect for practices and outcomes for students are not clear. It may be that neither the quality indicators nor the outcome measures are reliable enough to inform decisions about practices' suitability for teaching.

University Professors and Teaching Ethics: Conceptualizations and Expectations

ERIC Educational Resources Information Center

Dean, Kathy Lund; Beggs, Jeri Mullins

2006-01-01

After the spectacular ethical breaches in corporate America emerged, business school professors were singled out as having been negligent in teaching ethical standards. This exploratory study asked business school faculty about teaching ethics, including conceptualizations of ethics in a teaching context and opinions of the extent to which…

Outcomes associated with community-based research projects in teaching undergraduate public health.

PubMed

Bouhaimed, Manal; Thalib, Lukman; Doi, Suhail A R

2008-01-01

Community based research projects have been widely used in teaching public health in many institutions. Nevertheless, there is a paucity of information on the learning outcomes of such a teaching strategy. We therefore attempted to evaluate our experience with such a project based teaching process. The objective of this study was to evaluate the factors related to quality, impact and relevance of a 6-week student project for teaching public health in the faculty of medicine at Kuwait University. Interactive sessions familiarized students with research methods. Concurrently, they designed and completed a participatory project with a Community Medicine mentor. Questionnaires were used to assess quality, impact and relevance of the project, and these were correlated with multiple demographic, statistical and research design factors. We evaluated a total of 104 projects that were completed during the period of September 2001 to June 2006. Three dimensions of outcome were assessed: quality; impact and relevance. The average (mean + SE; maximum of 5) scores across all projects were 2.6 + 0.05 (range 1.7-3.7) for quality, 2.8 + 0.06 (range 1.7-4.3) for impact and 3.3 + 0.08 (range 1.3-5) for relevance. The analysis of the relationship between various factors and the scores on each dimension of assessment revealed that various factors were associated with improved quality, impact or relevance to public health practice. We conclude that use of more objective measurement instruments with better a priori conceptualization along with appropriate use of statistics and a more developed study design were likely to result in more meaningful research outcomes. We also found that a biostatistics or epidemiology mentor improved the research outcome.

Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students

NASA Astrophysics Data System (ADS)

Bingham, Guy A.; Southee, Darren J.; Page, Tom

2015-07-01

This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning.

User Identified Positive Outcome Expectancies of Electronic Cigarette Use: a Concept Mapping Study

PubMed Central

Soule, Eric K.; Maloney, Sarah F.; Guy, Mignonne C.; Eissenberg, Thomas; Fagan, Pebbles

2017-01-01

Electronic cigarette (ECIG) use is growing in popularity, however, little is known about the perceived positive outcomes of ECIG use. This study used concept mapping (CM) to examine positive ECIG outcome expectancies. Sixty-three past 30-day ECIG users (38.1% female) between the ages of 18 and 64 (M = 37.8, SD = 13.3) completed a CM module. In an online program, participants provided statements that completed a prompt: “A specific positive, enjoyable, or exciting effect (i.e., physical or psychological) that I have experienced WHILE USING or IMMEDIATELY AFTER USING an electronic cigarette/electronic vaping device is…”. Participants (n = 35) sorted 123 statements into “piles” of similar content and rated (n = 43) each statement on a 7-point scale (1-Definitely NOT a positive effect to 7-Definitely a positive effect). A cluster map was created using data from the sorting task and analysis indicated a seven cluster model of positive ECIG use outcome expectancies: Therapeutic/Affect Regulation, High/Euphoria, Sensation Enjoyment, Perceived Health Effects, Benefits of Decreased Cigarette Use, Convenience, and Social Impacts. The Perceived Health Effects cluster was rated highest, though all mean ratings were greater than 4.69. Mean cluster ratings were compared and females, younger adults, past 30-day cigarette smokers, users of more “advanced” ECIG devices, and non-lifetime (less than 100 lifetime cigarettes) participants rated certain clusters higher than comparison groups (ps < 0.05). ECIG users associate positive outcomes with ECIG use. ECIG outcome expectancies may affect product appeal and tobacco use behaviors and should be examined further to inform regulatory policies. PMID:28277706

User identified positive outcome expectancies of electronic cigarette use: A concept mapping study.

PubMed

Soule, Eric K; Maloney, Sarah F; Guy, Mignonne C; Eissenberg, Thomas; Fagan, Pebbles

2017-05-01

Electronic cigarette (ECIG) use is growing in popularity, but little is known about the perceived positive outcomes of ECIG use. This study used concept mapping (CM) to examine positive ECIG outcome expectancies. Sixty-three past 30-day ECIG users (38.1% female) between the ages of 18 and 64 (M = 37.8, SD = 13.3) completed a CM module. In an online program, participants provided statements that completed a prompt: "A specific positive, enjoyable, or exciting effect (i.e., physical or psychological) that I have experienced WHILE USING or IMMEDIATELY AFTER USING an electronic cigarette/electronic vaping device is. . . ." Participants (n = 35) sorted 123 statements into "piles" of similar content and rated (n = 43) each statement on a 7-point scale (1 = Definitely NOT a positive effect to 7 = Definitely a positive effect). A cluster map was created using data from the sorting task, and analysis indicated a 7 cluster model of positive ECIG use outcome expectancies: Therapeutic/Affect Regulation, High/Euphoria, Sensation Enjoyment, Perceived Health Effects, Benefits of Decreased Cigarette Use, Convenience, and Social Impacts. The Perceived Health Effects cluster was rated highest, although all mean ratings were greater than 4.69. Mean cluster ratings were compared, and females, younger adults, past 30-day cigarette smokers, users of more "advanced" ECIG devices, and nonlifetime (less than 100 lifetime cigarettes) participants rated certain clusters higher than comparison groups (ps < 0.05). ECIG users associate positive outcomes with ECIG use. ECIG outcome expectancies may affect product appeal and tobacco use behaviors and should be examined further to inform regulatory policies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Positive smoking outcome expectancies mediate the association between negative affect and smoking urge among women during a quit attempt.

PubMed

Cano, Miguel Ángel; Lam, Cho Y; Chen, Minxing; Adams, Claire E; Correa-Fernández, Virmarie; Stewart, Diana W; McClure, Jennifer B; Cinciripini, Paul M; Wetter, David W

2014-08-01

Ecological momentary assessment was used to examine associations between negative affect, positive smoking outcome expectancies, and smoking urge during the first 7 days of a smoking quit attempt. Participants were 302 female smokers who enrolled in an individually tailored smoking cessation treatment study. Multilevel mediation analysis was used to examine the temporal relationship among the following: (a) the effects of negative affect and positive smoking outcome expectancies at 1 assessment point (e.g., time j) on smoking urge at the subsequent time point (e.g., time j + 1) in Model 1; and, (b) the effects of negative affect and smoking urge at time j on positive smoking outcome expectancies at time j + 1 in Model 2. The results from Model 1 showed a statistically significant effect of negative affect at time j on smoking urge at time j + 1, and this effect was mediated by positive smoking outcome expectancies at time j, both within- and between-participants. In Model 2, the within-participant indirect effect of negative affect at time j on positive smoking outcome expectancies at time j + 1 through smoking urge at time j was nonsignificant. However, a statistically significant indirect between-participants effect was found in Model 2. The findings support the hypothesis that urge and positive smoking outcome expectancies increase as a function of negative affect, and suggest a stronger effect of expectancies on urge as opposed to the effect of urge on expectancies.

Positive Smoking Outcome Expectancies Mediate the Association between Negative Affect and Smoking Urge among Women During a Quit Attempt

PubMed Central

Cano, Miguel Ángel; Lam, Cho Y.; Chen, Minxing; Adams, Claire E.; Correa-Fernández, Virmarie; Stewart, Diana W.; McClure, Jennifer B.; Cinciripini, Paul M.; Wetter, David W.

2014-01-01

Ecological momentary assessment was used to examine associations between negative affect, positive smoking outcome expectancies, and smoking urge during the first 7 days of a smoking quit attempt. Participants were 302 female smokers who enrolled in an individually tailored smoking cessation treatment study. Multilevel mediation analysis was used to examine the temporal relationship among: 1) the effects of negative affect and positive smoking outcome expectancies at one assessment point (e.g., time j) on smoking urge at the subsequent time point (e.g., time j + 1) in Model 1; and, 2) the effects of negative affect and smoking urge at time j on positive smoking outcome expectancies at time j + 1 in Model 2. The results from Model 1 showed a statistically significant effect of negative affect at time j on smoking urge at time j + 1, and this effect was mediated by positive smoking outcome expectancies at time j, both within- and between-participant. In Model 2, the within-participant indirect effect of negative affect at time j on positive smoking outcome expectancies at time j + 1 through smoking urge at time j was nonsignificant. However, a statistically significant indirect between-participant effect was found in Model 2. The findings support the hypothesis that urge and positive smoking outcome expectancies increase as a function of negative affect, and suggest a stronger effect of expectancies on urge as opposed to the effect of urge on expectancies. PMID:24796849

The Relationship between Career Decision-Making Self-Efficacy and Vocational Outcome Expectations of Preservice Special Education Teachers

ERIC Educational Resources Information Center

Baglama, Basak; Uzunboylu, Huseyin

2017-01-01

Social cognitive career theory, which is one of the most studied career approaches, recently proposed that self-efficacy and outcome expectations are important determinants of the career choice process. Career self-efficacy and vocational outcome expectations might both result in avoiding or having greater motivation levels in terms of career…

Predicting Problem Behaviors with Multiple Expectancies: Expanding Expectancy-Value Theory

ERIC Educational Resources Information Center

Borders, Ashley; Earleywine, Mitchell; Huey, Stanley J.

2004-01-01

Expectancy-value theory emphasizes the importance of outcome expectancies for behavioral decisions, but most tests of the theory focus on a single behavior and a single expectancy. However, the matching law suggests that individuals consider expected outcomes for both the target behavior and alternative behaviors when making decisions. In this…

What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

ERIC Educational Resources Information Center

Caulfield, Jay

2007-01-01

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

Teaching Assistants and Nonteaching Staff: Do They Improve Student Outcomes? Working Paper 169

ERIC Educational Resources Information Center

Clotfelter, Charles T.; Hemelt, Steven W.; Ladd, Helen F.

2016-01-01

This paper examines the role of teaching assistants and other personnel on student outcomes in elementary schools during a period of recession-induced cutbacks in teachers and teaching assistants. Using panel data from North Carolina, we exploit the state's unique system of financing its local public schools to identify the causal effects of…

Train-the-Trainers: Implementing Outcomes-Based Teaching and Learning in Malaysian Higher Education

ERIC Educational Resources Information Center

Biggs, John; Tang, Catherine

2011-01-01

The decision by the Minister of Higher Education, that Malaysian post-secondary institutions should move to outcomes-based teaching and learning (OBTL), involves a change in teaching in over 1,000 institutions. This massive changeover would be accomplished using the "Train-the-Trainers" model in a series of workshops. We are proud to…

Value of Value-Added Models Based on Student Outcomes to Evaluate Teaching

ERIC Educational Resources Information Center

Berk, Ronald A.

2016-01-01

Recently, student outcomes have bubbled to the top of debates about how to evaluate teaching in community and liberal arts colleges, universities, and professional schools, but even more international attention has been riveted on how outcomes are being used to evaluate teachers and administrators K-12 (Harris, 2012; Rowen & Raudenbush, 2016;…

Integrating Culture into Language Teaching and Learning: Learner Outcomes

ERIC Educational Resources Information Center

Nguyen, Trang Thi Thuy

2017-01-01

This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

Expected Utility Illustrated: A Graphical Analysis of Gambles with More than Two Possible Outcomes

ERIC Educational Resources Information Center

Chen, Frederick H.

2010-01-01

The author presents a simple geometric method to graphically illustrate the expected utility from a gamble with more than two possible outcomes. This geometric result gives economics students a simple visual aid for studying expected utility theory and enables them to analyze a richer set of decision problems under uncertainty compared to what…

The Chinese version of the Outcome Expectations for Exercise scale: validation study.

PubMed

Lee, Ling-Ling; Chiu, Yu-Yun; Ho, Chin-Chih; Wu, Shu-Chen; Watson, Roger

2011-06-01

Estimates of the reliability and validity of the English nine-item Outcome Expectations for Exercise (OEE) scale have been tested and found to be valid for use in various settings, particularly among older people, with good internal consistency and validity. Data on the use of the OEE scale among older Chinese people living in the community and how cultural differences might affect the administration of the OEE scale are limited. To test the validity and reliability of the Chinese version of the Outcome Expectations for Exercise scale among older people. A cross-sectional validation study was designed to test the Chinese version of the OEE scale (OEE-C). Reliability was examined by testing both the internal consistency for the overall scale and the squared multiple correlation coefficient for the single item measure. The validity of the scale was tested on the basis of both a traditional psychometric test and a confirmatory factor analysis using structural equation modelling. The Mokken Scaling Procedure (MSP) was used to investigate if there were any hierarchical, cumulative sets of items in the measure. The OEE-C scale was tested in a group of older people in Taiwan (n=108, mean age=77.1). There was acceptable internal consistency (alpha=.85) and model fit in the scale. Evidence of the validity of the measure was demonstrated by the tests for criterion-related validity and construct validity. There was a statistically significant correlation between exercise outcome expectations and exercise self-efficacy (r=.34, p<.01). An analysis of the Mokken Scaling Procedure found that nine items of the scale were all retained in the analysis and the resulting scale was reliable and statistically significant (p=.0008). The results obtained in the present study provided acceptable levels of reliability and validity evidence for the Chinese Outcome Expectations for Exercise scale when used with older people in Taiwan. Future testing of the OEE-C scale needs to be carried out

Does adherence to treatment mediate the relationship between patients' treatment outcome expectancies and the outcomes of pain intensity and recovery from acute low back pain?

PubMed

Haanstra, Tsjitske M; Kamper, Steven J; Williams, Christopher M; Spriensma, Alette S; Lin, Chung-Wei Christine; Maher, Christopher G; de Vet, Henrica C W; Ostelo, Raymond W J G

2015-08-01

It is believed that patients' expectancies about the effectiveness of treatment influence their treatment outcomes, but the working mechanism is rarely studied in patients with low back pain. Theoretical models suggest that adherence to treatment may be an important pathway. The aim of this study was to assess the mediating role of adherence to treatment in the relationship between expectancies and the outcomes of recovery and pain intensity in patients with acute low back pain. This study used data from a randomized placebo-controlled trial of paracetamol for acute low back pain. Expectancies were measured with the Credibility Expectancy Questionnaire. Adherence was measured with a medication diary. Pain intensity was recorded daily in a diary on a 0 to 10 pain scale, and recovery was defined as the first of 7 consecutive days scoring 0 or 1 on a 6-point pain scale. Cox regression (dependent variable: recovery) and linear mixed-model analyses (dependent variable: daily pain intensity scores) were performed. The "difference in coefficients" approach was used to establish mediation. A total of 1573 participants were included in current analyses. There was a small but highly significant relationship between expectancies and outcomes; 3.3% of the relationship between expectancies and recovery and 14.2% of the relationship between expectancies and pain intensity were mediated by adherence to treatment. This study does not convincingly support the theory that adherence is a key pathway in the relationship between treatment outcome expectancies and recovery and pain intensity in this acute low back pain population.

Do alcohol expectancy outcomes and valuations mediate peer influences and lifetime alcohol use among early adolescents?

PubMed

Zamboanga, Byron L; Schwartz, Seth J; Ham, Lindsay S; Jarvis, Lorna Hernandez; Olthuis, Janine V

2009-12-01

Building on the theory of reasoned action (I. Ajzen & M. Fishbein, 1973, 1980; M. Fishbein & I. Ajzen, 1975) and expectancy theory, the authors examined the mediating role of alcohol expectancies in adolescent drinking behaviors by testing whether alcohol expectancy outcomes and valuations (the extent to which these outcomes are perceived as good or bad) mediate the association between peer influences and lifetime alcohol use. Early adolescents (N = 904) from 2 public middle schools in western Michigan completed a battery of questionnaires. Overall, results showed that alcohol expectancies and valuations partially mediated the relations between peer influences (peer use and peer approval) and lifetime alcohol use. The findings suggest that associating with peers who are perceived as using alcohol and approving of drinking may influence adolescents' alcohol expectancies. The authors briefly discuss future research directions and implications for prevention.

Perceived Social Support and Locus of Control as the Predictors of Vocational Outcome Expectations

ERIC Educational Resources Information Center

Isik, Erkan

2013-01-01

The purpose of this study was to examine the relationships of vocational outcome expectation to social support which is an environmental factor and locus of control which is a personal factor. With this purpose, using Social Cognitive Career Theory as the theoretical framework, 263 undergraduate students completed Vocational Outcome Expectations…

Impact of a Resident-as-Teacher Workshop on Teaching Behavior of Interns and Learning Outcomes of Medical Students

PubMed Central

Hill, Andrew G.; Srinivasa, Sanket; Hawken, Susan J.; Barrow, Mark; Farrell, Susan E.; Hattie, John; Yu, Tzu-Chieh

2012-01-01

Background Residents and interns are recognized as important clinical teachers and mentors. Resident-as-teacher training programs are known to improve resident attitudes and perceptions toward teaching, as well as their theoretical knowledge, skills, and teaching behavior. The effect of resident-as-teacher programs on learning outcomes of medical students, however, remains unknown. An intervention cohort study was conducted to prospectively investigate the effects of a teacher-training workshop on teaching behavior of participating interns and on the clerkship learning outcomes of instructed fourth-year medical students. Methods The House Officer-as-Teacher Training Workshop was implemented in November 2009 over 1.5 days and attended by all 34 interns from one teaching hospital. Subsequently, between February and August 2010, 124 fourth-year medical students rated the observable teaching behavior of interns during 6-week general surgery clerkships at this intervention hospital as well as at 2 comparable hospitals serving as control sites. Ratings were collected using an anonymous 15-item Intern Clinical Teaching Effectiveness Instrument. Student achievement of clerkship learning outcomes during this period was evaluated using a validated and centralized objective structured clinical examination. Results Medical students completed 101 intern clinical teaching effectiveness instruments. Intern teaching behavior at the intervention hospital was found to be significantly more positive, compared with observed behavior at the control hospitals. Objective structured clinical examination results, however, did not demonstrate any significant intersite differences in student achievement of general surgery clerkship learning outcomes. Conclusions The House Officer-as-Teacher Training Workshop noticeably improved teaching behavior of surgical interns during general surgery clerkships. This improvement did not, however, translate into improved achievement of clerkship learning

Outcome Expectancy as a Predictor of Treatment Response in Cognitive Behavioral Therapy for Public Speaking Fears Within Social Anxiety Disorder

PubMed Central

Price, Matthew; Anderson, Page L.

2012-01-01

Outcome expectancy, the extent that clients anticipate benefiting from therapy, is theorized to be an important predictor of treatment response for cognitive–behavioral therapy. However, there is a relatively small body of empirical research on outcome expectancy and the treatment of social anxiety disorder. This literature, which has examined the association mostly in group-based interventions, has yielded mixed findings. The current study sought to further evaluate the effect of outcome expectancy as a predictor of treatment response for public-speaking fears across both individual virtual reality and group-based cognitive– behavioral therapies. The findings supported outcome expectancy as a predictor of the rate of change in public-speaking anxiety during both individual virtual reality exposure therapy and group cognitive– behavioral therapy. Furthermore, there was no evidence to suggest that the impact of outcome expectancy differed across virtual reality or group treatments. PMID:21967073

Sources of computer self-efficacy: The relationship to outcome expectations, computer anxiety, and intention to use computers

NASA Astrophysics Data System (ADS)

Antoine, Marilyn V.

2011-12-01

The purpose of this research was to extend earlier research on sources of selfefficacy (Lent, Lopez, & Biechke, 1991; Usher & Pajares, 2009) to the information technology domain. The principal investigator examined how Bandura's (1977) sources of self-efficacy information---mastery experience, vicarious experience, verbal persuasion, and physiological states---shape computer self-efficacy beliefs and influence the decision to use or not use computers. The study took place at a mid-sized Historically Black College or University in the South. A convenience sample of 105 undergraduates was drawn from students enrolled in multiple sections of two introductory computer courses. There were 67 females and 38 males. This research was a correlational study of the following variables: sources of computer self-efficacy, general computer self-efficacy, outcome expectations, computer anxiety, and intention to use computers. The principal investigator administered a survey questionnaire containing 52 Likert items to measure the major study variables. Additionally, the survey instrument collected demographic variables such as gender, age, race, intended major, classification, technology use, technology adoption category, and whether the student owns a computer. The results reveal the following: (1) Mastery experience and verbal persuasion had statistically significant relationships to general computer self-efficacy, while vicarious experience and physiological states had non-significant relationships. Mastery experience had the strongest correlation to general computer self-efficacy. (2) All of the sources of computer self-efficacy had statistically significant relationships to personal outcome expectations. Vicarious experience had the strongest correlation to personal outcome expectations. (3) All of the sources of self-efficacy had statistically significant relationships to performance outcome expectations. Vicarious experience had the strongest correlation to performance

Outcomes of Video-Assisted Teaching for Latching in Postpartum Women: A Randomized Controlled Trial.

PubMed

Sroiwatana, Suttikamon; Puapornpong, Pawin

2018-04-25

Latching is an important process of breastfeeding and should be taught and practiced by the postpartum mother. The objective is to compare latching outcomes between video-assisted and routine teaching methods among postpartum women. A randomized controlled trial was conducted. Postpartum women who had deliveries without complications were randomized into two groups: 14 cases in the video-assisted teaching group and 14 cases in a routine teaching group. In the first group, the mothers were taught breastfeeding benefits, latching methods, and breastfeeding positions and practiced breastfeeding in a controlled setting for a 30-minute period and watched a 6-minute video with consistent content. In the second group, the mothers were taught a normal 30-minute period and then practiced breastfeeding. In both groups, Latching on, Audible swallowing, the Type of nipples, Comfort, and Help (LATCH) scores were assessed at 24-32 and 48-56 hours after the breastfeeding teaching modals. Demographic data and LATCH scores were collected and analyzed. There were no statistically significant differences in the mothers' ages, occupations, marital status, religion, education, income, infants' gestational age, body mass index, nipple length, route of delivery, and time to first latching between the video-assisted and routine breastfeeding teaching groups. First and second LATCH score assessments had shown no significant differences between both breastfeeding teaching groups. The video-assisted breastfeeding teaching did not improve latching outcomes when it was compared with routine teaching.

Expectancies, working alliance, and outcome in transdiagnostic and single diagnosis treatment for anxiety disorders: An investigation of mediation.

PubMed

Sauer-Zavala, Shannon; Boswell, James F; Bentley, Kate H; Thompson-Hollands, Johanna; Farchione, Todd J; Barlow, David H

2018-04-01

Patients' outcome expectancies and the working alliance are two psychotherapy process variables that researchers have found to be associated with treatment outcome, irrespective of treatment approach and problem area. Despite this, little is known about the mechanisms accounting for this association, and whether contextual factors (e.g., psychotherapy type) impact the strength of these relationships. The primary aim of this study was to examine whether patient-rated working alliance quality mediates the relationship between outcome expectancies and pre- to post-treatment change in anxiety symptoms using data from a recent randomized clinical trial comparing a transdiagnostic treatment (the Unified Protocol [UP]; Barlow et al., 2011a; Barlow, Sauer-Zavala, et al., in press) to single diagnosis protocols (SDPs) for patients with a principal heterogeneous anxiety disorder ( n = 179). The second aim was to explore whether cognitive-behavioral treatment condition (UP versus SDP) moderated this indirect relationship. Results from mediation and moderated mediation models indicated that, when collapsing across the two treatment conditions, the relationship between expectancies and outcome was partially mediated by the working alliance ( B = .037, SE = .05, 95% CI [.005, .096]). Interestingly, within-condition analyses showed that this conditional indirect effect was only present for SDP patients, whereas in the UP condition, working alliance did not account for the association between expectancies and outcome. These findings suggest that outcome expectancies and working alliance quality may interact to influence treatment outcomes, and that the nature and strength of the relationships among these constructs may differ as a function of the specific cognitive-behavioral treatment approach utilized.

Smoking Outcome Expectancies among College Students.

ERIC Educational Resources Information Center

Brandon, Thomas H.; Baker, Timothy B.

Alcohol expectancies have been found to predict later onset of drinking among adolescents. This study examined whether the relationship between level of alcohol use and expectancies is paralleled with cigarette smoking, and attempted to identify the content of smoking expectancies. An instrument to measure the subjective expected utility of…

Flexible Expectations of Learning Outcomes in Science

ERIC Educational Resources Information Center

Binstead, Ayla; Campbell, Kirsty; Guasch, Susana Fraile; Sullivan, Claire; Williams, Lydia

2014-01-01

In this article five trainee teachers specialising in science at the University of Winchester describe their experience teaching science for three consecutive Fridays within a 2 year class (ages 6-7). They were given the task of teaching food and nutrition through the class topic of "turrets and tiaras," a medieval history focus. Their…

Outcome expectancy as a predictor of treatment response in cognitive behavioral therapy for public speaking fears within social anxiety disorder.

PubMed

Price, Matthew; Anderson, Page L

2012-06-01

Outcome expectancy, the extent that clients anticipate benefiting from therapy, is theorized to be an important predictor of treatment response for cognitive-behavioral therapy. However, there is a relatively small body of empirical research on outcome expectancy and the treatment of social anxiety disorder. This literature, which has examined the association mostly in group-based interventions, has yielded mixed findings. The current study sought to further evaluate the effect of outcome expectancy as a predictor of treatment response for public-speaking fears across both individual virtual reality and group-based cognitive-behavioral therapies. The findings supported outcome expectancy as a predictor of the rate of change in public-speaking anxiety during both individual virtual reality exposure therapy and group cognitive-behavioral therapy. Furthermore, there was no evidence to suggest that the impact of outcome expectancy differed across virtual reality or group treatments. PsycINFO Database Record (c) 2012 APA, all rights reserved.

The Smoking Outcome Expectation Scale and Anti-Smoking Self-Efficacy Scale for Early Adolescents: Instrument Development and Validation

ERIC Educational Resources Information Center

Chen, Chen-Ju; Yeh, Ming-Chen; Tang, Fu-In; Yu, Shu

2015-01-01

Smoking-related outcome expectation and self-efficacy have been found to be associated with adolescent smoking initiation. There is, however, a lack of appropriate instruments to investigate early adolescents' smoking outcome expectations and antismoking self-efficacy. The purpose of this study was to develop and validate the Smoking Outcome…

Outcome expectations and use of smokeless tobacco (snus): a cross-sectional study among young Norwegian snus users.

PubMed

Wiium, Nora; Aarø, Leif E

2011-02-01

In this study, measures of outcome expectancies related to use of snus (wet snuff) were used to predict reported frequency of snus use. Data stem from a nation-wide survey in Norway among 16- to 20-year-olds. Only users of snus were included in the statistical analyses (n = 589). The main outcome measure, frequency of snus use, was measured as a categorical variable - occasional, weekly and daily use. Four dimensions of outcome expectancies (mood regulation, smoking control, weight control and negative health outcomes) were measured and confirmed in a confirmatory factor analysis. Informants tended to believe that snus use is harmful to health, but still they supported the idea of snus as a way to control own cigarette smoking. In a SEM model, two of the four dimensions of outcome expectancies turned out to be particularly significant predictors of frequency of snus use - mood regulation and smoking control. No significant interactions with gender were found. Males scored higher than females on "mood regulation", and "smoking control", while females scored higher than males on "negative health outcomes". If more smokers were convinced that snus use is a less harmful alternative, more of them might start using snus, not only because there is some association between health outcome expectancies and snus use, but also because snus use by many is perceived as a remedy to stop smoking and as a way to gain some of the mood regulation benefits which are usually associated with smoking. © 2010 The Authors. Scandinavian Journal of Psychology © 2010 The Scandinavian Psychological Associations.

An investigation of outcome expectancies as a predictor of treatment response for combat veterans with PTSD: comparison of clinician, self-report, and biological measures.

PubMed

Price, Matthew; Maples, Jessica L; Jovanovic, Tanja; Norrholm, Seth D; Heekin, Mary; Rothbaum, Barbara O

2015-06-01

Outcome expectancy, or the degree to which a client believes that therapy will result in improvement, is related to improved treatment outcomes for multiple disorders. There is a paucity of research investigating this relation in regards to posttraumatic stress disorder (PTSD). Additionally, the bulk of the research on outcome expectancy and treatment outcomes has relied mostly on self-report outcome measures. The relation between outcome expectancy on self-report measures, clinician-rated measures, and two biological indices (fear-potentiated startle and cortisol reactivity) of PTSD symptoms was explored. The sample included combat veterans (N = 116) treated with virtual reality exposure therapy for PTSD. Results supported a negative association between outcome expectancy and both self-report and clinician-rated symptoms at the conclusion of treatment, but outcome expectancy was related to the magnitude of change during treatment for self-report measures only. Outcome expectancy was unrelated to biological measures of treatment response. These findings suggest that outcome expectancy may be related to patient and clinician perceptions of outcomes, but not biological indices of outcome for PTSD. © 2015 Wiley Periodicals, Inc.

Good Teaching: Aligning Student and Administrator Perceptions and Expectations

ERIC Educational Resources Information Center

Nabaho, Lazarus; Oonyu, Joseph; Aguti, Jessica Norah

2017-01-01

Extant literature attests to limited systematic inquiry into students' perceptions of good teaching in higher education. Consequently, there have been calls for engaging students in construing what makes good university teaching. This interpretivist study investigated final-year undergraduate students' perceptions of good teaching at Makerere…

Specific expectancies are associated with symptomatic outcomes and side effect burden in a trial of chamomile extract for Generalized Anxiety Disorder

PubMed Central

Keefe, John R.; Amsterdam, Jay; Li, Qing S; Soeller, Irene; DeRubeis, Robert; Mao, Jun J

2017-01-01

Objective Patient expectancies are hypothesized to contribute to the efficacy and side effects of psychiatric treatments, but little research has investigated this hypothesis in the context of psychopharmacological therapies for anxiety. We prospectively investigated whether expectancies predicted efficacy and adverse events in oral therapy for Generalized Anxiety Disorder (GAD), controlling for confounding patient characteristics correlating with outcomes. Methods Expectancies regarding treatment efficacy and side effects were assessed at baseline of an eight week open-label phase of a trial of chamomile for Generalized Anxiety Disorder (GAD). The primary outcome was patient-reported GAD-7 scores, with clinical response and treatment-emergent side-effects as secondary outcomes. Expectancies were used to predict symptomatic and side-effect outcomes. Results Very few baseline patient characteristics predicted either type of expectancy. Controlling for a patient’s predicted recovery based on their baseline characteristics, higher efficacy expectancies at baseline predicted greater change on the GAD-7 (adjusted β = −0.19, p = 0.011). Efficacy expectancies also predicted a higher likelihood of attaining clinical response (adjusted odds ratio = 1.69, p = 0.002). Patients with higher side effect expectancies reported more side effects (adjusted log expected count = 0.26, p = 0.038). Efficacy expectancies were unrelated to side effect reports (log expected count = −0.05, p = 0.680), and side effect expectancies were unrelated to treatment efficacy (β = 0.08, p = 0.306). Conclusions Patients entering chamomile treatment for GAD with more favorable self-generated expectancies for the treatment experience greater improvement and fewer adverse events. Aligning patient expectancies with treatment selections may optimize outcomes. PMID:27716513

Distribution and outcome of ocular lesions in snakes examined at a veterinary teaching hospital: 67 cases (1985-2010).

PubMed

Hausmann, Jennifer C; Hollingsworth, Steven R; Hawkins, Michelle G; Kass, Philip H; Maggs, David J

2013-07-15

To determine the distribution and clinical outcome of ocular lesions in snakes. Retrospective case series. 67 snakes with ocular lesions. Signalment, lesion duration, diagnosis, treatment, and clinical outcome were recorded for all snakes with ocular lesions that were examined at a veterinary teaching hospital from 1985 to 2010. 71 ocular lesions were detected in 67 of 508 (13%) snakes examined. Affected snakes were of the families Boidae, Pythonidae, Colubridae, and Viperidae. The distribution of ocular lesions did not vary by taxonomic family, age, or sex; however, snakes from the genus Epicrates with ocular lesions were overrepresented in the population. The most commonly diagnosed ocular lesions were retained spectacle (n = 41), pseudobuphthalmos or subspectacular abscess (13), trauma (8), and cataracts (4). Pseudobuphthalmos or subspectacular abscess developed more frequently in Colubridae than in non-Colubridae snakes. Of the 16 snakes with retained spectacles for which data were available, the lesion recurred once in 4 snakes and multiple times in 5 snakes. Results indicated that retained spectacle was the most common ocular lesion diagnosed in snakes. Compared with other snakes with ocular lesions, snakes of the genus Epicrates had a higher than expected frequency of ocular lesions in general and snakes of the family Colubridae had a higher than expected frequency of pseudobuphthalmos or subspectacular abscess.

Stroke Self-Management Support Improves Survivors' Self-Efficacy and Outcome Expectation of Self-Management Behaviors.

PubMed

Lo, Suzanne H S; Chang, Anne M; Chau, Janita P C

2018-03-01

Evidence shows self-management programs are associated with improved recovery outcomes. This article reports on the effectiveness of a new nurse-led self-efficacy-based stroke self-management program. A randomized controlled trial of participants recruited from 3 acute stroke units was conducted. The intervention group received the 4-week stroke self-management program. The control group received usual care. All participants were assessed at baseline and 8 weeks after randomization. Data were analyzed using generalized estimating equations. Outcomes included self-efficacy, outcome expectation, and satisfaction with performance of self-management behaviors. One hundred twenty-eight participants were randomized with mean age, 67.46 years (SD, 11.95); 59% men; and mean duration poststroke, 45 days (SD, 26.16). At 8 weeks of follow-up in the intention-to-treat population, the intervention group improved significantly in self-efficacy (95% confidence interval, 2.55-12.45; P <0.01), outcome expectation (95% confidence interval, 5.47-14.01; P <0.01), and satisfaction with performance of self-management behaviors (95% confidence interval, 3.38-13.87; P <0.01) compared with the control. Similar results were obtained at 8 weeks of follow-up in the per-protocol population. The stroke self-management program improved survivors' self-efficacy, outcome expectation, and satisfaction with performance of self-management behaviors. URL: http://www.clinicaltrials.gov. Unique identifier: NCT02112955. © 2018 American Heart Association, Inc.

The role of expectation in the therapeutic outcomes of alcohol and drug addiction treatments.

PubMed

Spagnolo, Primavera A; Colloca, Luana; Heilig, Markus

2015-05-01

Throughout history, patient-physician relationships have been acknowledged as an important component of the therapeutic effects of any pharmacological treatment. Here, we discuss the role of physicians' expectations in influencing the therapeutic outcomes of alcohol and drug addiction pharmacological treatments. As largely demonstrated, such expectations and attitudes may contribute to produce placebo and nocebo effects that in turn affect the course of the disease and the response to the therapy. This article is aimed at discussing the current insights into expectations, placebo and nocebo mechanisms and their impact on the therapeutic outcomes of alcohol and drug addiction treatments; with the goal of informing physicians and other health care providers about the potentially widespread implications for clinical practice and for a successful treatment regimen. Published by Oxford University Press on behalf of Medical Council on Alcohol 2015. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Five-Factor Personality Domains, Self-Efficacy, Career-Outcome Expectations, and Career Indecision

ERIC Educational Resources Information Center

Feldt, Ronald C.; Woelfel, Cheryl

2009-01-01

According to social cognitive career theory, decisions to pursue a career may be influenced by self-efficacy expectations and anticipated career outcomes, thus we examined the incremental validity of these constructs beyond gender and personality. 179 undergraduate college students completed a survey, the Career Decision Scale (CDS), and the NEO…

Caregiving decision making by older mothers and adult children: process and expected outcome.

PubMed

Cicirelli, Victor G

2006-06-01

Dyadic caregiving decision making was studied in 30 mother-son and 29 mother-daughter pairs (mother's age=65-94 years) who responded to a vignette depicting a caregiving decision situation. The observed decision-making process of mother-child pairs was largely naturalistic, with few alternatives proposed and quick convergence to a decision followed by a postdecision justification; a degree of more rational decision making was seen in some pairs. Among significant findings, adult children, especially sons, dominated the decision process, doing more talking and introducing more alternatives than did their mothers, who played a more subordinate role. Mother-son pairs expected more negative outcomes and greater regrets regarding their decisions than mother-daughter pairs. Closeness of the parent-child relationship influenced the decision-making process, expected outcomes, and regrets. Copyright (c) 2006 APA, all rights reserved.

Outcomes of Nordic mental health systems: life expectancy of patients with mental disorders.

PubMed

Wahlbeck, Kristian; Westman, Jeanette; Nordentoft, Merete; Gissler, Mika; Laursen, Thomas Munk

2011-12-01

People with mental disorders evince excess mortality due to natural and unnatural deaths. The relative life expectancy of people with mental disorders is a proxy measure of effectiveness of social policy and health service provision. To evaluate trends in health outcomes of people with serious mental disorders. We examined nationwide 5-year consecutive cohorts of people admitted to hospital for mental disorders in Denmark, Finland and Sweden in 1987-2006. In each country the risk population was identified from hospital discharge registers and mortality data were retrieved from cause-of-death registers. The main outcome measure was life expectancy at age 15 years. People admitted to hospital for a mental disorder had a two- to threefold higher mortality than the general population in all three countries studied. This gap in life expectancy was more pronounced for men than for women. The gap decreased between 1987 and 2006 in these countries, especially for women. The notable exception was Swedish men with mental disorders. In spite of the positive general trend, men with mental disorders still live 20 years less, and women 15 years less, than the general population. During the era of deinstitutionalisation the life expectancy gap for people with mental disorders has somewhat diminished in the three Nordic countries. Our results support further development of the Nordic welfare state model, i.e. tax-funded community-based public services and social protection. Health promotion actions, improved access to healthcare and prevention of suicides and violence are needed to further reduce the life expectancy gap.

Psychometric evaluations of the efficacy expectations and Outcome Expectations for Exercise Scales in African American women.

PubMed

Murrock, Carolyn J; Gary, Faye

2014-01-01

This secondary analysis tested the reliability and validity of the Self-Efficacy for Exercise (SEE) and the Outcome Expectations for Exercise (OEE) scales in 126 community dwelling, middle aged African American women. Social Cognitive Theory postulates self-efficacy is behavior age, gender and culture specific. Therefore, it is important to determine ifself-efficacy scales developed and tested in older Caucasian female adults are reliable and valid in middle aged, minority women. Cronbach's alpha and construct validity using hypothesis testing and confirmatory factor analysis supported the reliability and validity of the SEE and OEE scales in community dwelling, middle aged African American women.

The outcomes and acceptability of near-peer teaching among medical students in clinical skills.

PubMed

Khaw, Carole; Raw, Lynne

2016-06-12

To determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. A paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted. Tutee perceptions were significantly higher than student-tutor self-perceptions in small-group teaching and facilitation skills (p=0.000), teaching history-taking skills (p=0.046) and teaching physical examination skills (p=0.000). Perceptions in aspects of 'Confidence in tutoring' were not significantly different for student-tutors and tutees, with both having lowest perceptions for identifying and providing remediation for underperforming tutees. Student-tutors rated all areas of personal and professional development highly. Main themes emerging from analysis of student comments were the benefits to student-tutors, benefits to tutees and areas needing improvement, with outcomes of this near-peer teaching relating well to cognitive and social theories in the literature. Both student tutors and their tutees perceived near-peer teaching in Clinical Skills to be acceptable and beneficial with particular implications for Medical Education.

High intensity exercise or conventional exercise for patients with rheumatoid arthritis? Outcome expectations of patients, rheumatologists, and physiotherapists

PubMed Central

Munneke, M; de Jong, Z; Zwinderman, A; Ronday, H; van den Ende, C H M; Vliet, V; Hazes, J

2004-01-01

Objective: To examine the outcome expectations of RA patients, rheumatologists, and physiotherapists regarding high intensity exercise programmes compared with conventional exercise programmes. Methods: An exercise outcome expectations questionnaire was administered to 807 RA patients, 153 rheumatologists, and 624 physiotherapists. The questionnaire consisted of four statements regarding positive and negative outcomes of high intensity exercise programmes and four similar statements for conventional exercise programmes. A total expectation score for both conventional and high intensity exercise was calculated, ranging from –2 (very negative expectation) to 2 (very positive expectation). Results: The questionnaire was returned by 662 RA patients (82%), 132 rheumatologists (86%), and 467 physiotherapists (75%). The mean (95% confidence interval) scores for high intensity exercise programmes were 0.30 (0.25 to 0.34), 0.68 (0.62 to 0.74), and –0.06 (–0.15 to 0.02), and for conventional exercise programmes were 0.99 (0.96 to 1.02), 1.13 (1.09 to 1.17), and 1.27 (1.21 to 1.34) for RA patients, rheumatologists, and physiotherapists, respectively. In all three respondent groups, the outcome expectations of high intensity exercise were significantly less positive than those of conventional exercise programme. Conclusions: Despite the existing evidence regarding the effectiveness and safety of high intensity exercise programmes, RA patients, rheumatologists, and physiotherapists have more positive expectations of conventional exercise programmes than of high intensity exercise programmes. Physiotherapists were the least positive about outcomes of high intensity exercise programmes while rheumatologists were the most positive. To help the implementation of new insights in the effectiveness of physical therapy modalities in rheumatology, the need for continuous education of patients, rheumatologists and physiotherapists is emphasised. PMID:15194575

Students' Outcome Expectation on Spiritual and Religious Competency: A Hierarchical Regression Analysis

ERIC Educational Resources Information Center

Lu, Junfei; Woo, Hongryun

2017-01-01

In this study, 74 master's-level counseling students from various programs completed a questionnaire inquiring about their perceived program environment in relation to the topics of spirituality and religion (S/R), program emphasis on nine specific S/R competencies, as well as their outcome expectations toward being S/R competent through training.…

Healthcare provider counseling to quit smoking and patient desire to quit: The role of negative smoking outcome expectancies.

PubMed

Tucker, Joan S; Stucky, Brian D; Edelen, Maria Orlando; Shadel, William G; Klein, David J

2018-05-21

The U.S. Public Health Service Clinical Practice Guideline on treating tobacco use and dependence recommends providing advice to quit to every tobacco user seen in a healthcare setting. However, the mechanism through which counseling encourages patients to quit has not been adequately studied. This study tests whether the association between receiving healthcare provider counseling and desire to quit is accounted for by negative health and psychosocial outcome expectancies of smoking. Data were collected online from 721 adult smokers who had seen a healthcare provider in the past 12 months. Associations between counseling to quit, negative outcome expectancies of smoking, and desire to quit were tested, as well as whether outcome expectancies and desire to quit differed by type of counseling (counseling only vs. counseling plus assistance) and level of smoking. Bivariate associations indicated a stronger desire to quit among patients receiving counseling, particularly when it included healthcare provider assistance to quit. SEM results indicated that the association between counseling and desire to quit was fully accounted for by patients' negative health and psychosocial outcome expectancies for smoking. These associations were found across levels of smoking in the case of health expectancies, but were limited to moderate and heavy smokers in the case of psychosocial expectancies. Results suggest that the time devoted to counseling patients about smoking should include providing some assistance to quit, such as recommending a product, prescription or program. Regardless of smoking level, this counseling should incorporate techniques to elicit patients' negative health and psychosocial expectancies of smoking. Copyright © 2018. Published by Elsevier Ltd.

Young adult e-cigarette use outcome expectancies: Validity of a revised scale and a short scale.

PubMed

Pokhrel, Pallav; Lam, Tony H; Pagano, Ian; Kawamoto, Crissy T; Herzog, Thaddeus A

2018-03-01

The revised youth e-cigarette outcome expectancies measure adds new items informed by recent qualitative research with young adult e-cigarette users, especially in the domain of positive "smoking" experience. Positive "smoking" experience represents beliefs that use of e-cigarettes provides outcomes associated with a better "smoking" alternative: for example, an alternative that is more socially approved, more suitable for indoor use, and that provides a safer means of enjoying nicotine. In addition, we tested a short, 8-item version of the measure which may be more easily incorporated into surveys. We tested the validity of the revised measure, both long and short versions, in terms of factor structure and associations of the expectancy factors with current e-cigarette use, e-cigarette use susceptibility, and e-cigarette use dependence. Participants were young adults (N=470; 65% women; mean age=20.9, SD=2.1). Results replicated the findings of the previous study as well as highlighted the importance of the added domain of positive "smoking" experience and the validity of the short scale. Furthermore, results showed that positive outcome expectancies are strongly associated with e-cigarette use dependence. The long and short versions of the revised youth e-cigarette outcome expectancies scale appear to be valid and useful for application not only among cigarette smokers and e-cigarette users but also among never smokers and never e-cigarette users. Copyright © 2017 Elsevier Ltd. All rights reserved.

Self-Efficacy and Outcome Expectancy in Beginning Weight Training Class: Their Relations to Students' Behavioral Intention and Actual Behavior

ERIC Educational Resources Information Center

Gao, Zan; Xiang, Ping; Lee, Amelia M.; Harrison, Louis, Jr.

2008-01-01

This study was an initial attempt to investigate the relationships among self-efficacy, outcome expectancy, behavioral intention, and actual behavior over time in a beginning weight training class. A total of 109 participants completed questionnaires assessing their self-efficacy, outcome expectancy, and intentions for future weight training.…

Specific expectancies are associated with symptomatic outcomes and side effect burden in a trial of chamomile extract for generalized anxiety disorder.

PubMed

Keefe, John R; Amsterdam, Jay; Li, Qing S; Soeller, Irene; DeRubeis, Robert; Mao, Jun J

2017-01-01

Patient expectancies are hypothesized to contribute to the efficacy and side effects of psychiatric treatments, but little research has investigated this hypothesis in the context of psychopharmacological therapies for anxiety. We prospectively investigated whether expectancies predicted efficacy and adverse events in oral therapy for Generalized Anxiety Disorder (GAD), controlling for confounding patient characteristics correlating with outcomes. Expectancies regarding treatment efficacy and side effects were assessed at baseline of an eight week open-label phase of a trial of chamomile for Generalized Anxiety Disorder (GAD). The primary outcome was patient-reported GAD-7 scores, with clinical response and treatment-emergent side-effects as secondary outcomes. Expectancies were used to predict symptomatic and side-effect outcomes. Very few baseline patient characteristics predicted either type of expectancy. Controlling for a patient's predicted recovery based on their baseline characteristics, higher efficacy expectancies at baseline predicted greater change on the GAD-7 (adjusted β = -0.19, p = 0.011). Efficacy expectancies also predicted a higher likelihood of attaining clinical response (adjusted odds ratio = 1.69, p = 0.002). Patients with higher side effect expectancies reported more side effects (adjusted log expected count = 0.26, p = 0.038). Efficacy expectancies were unrelated to side effect reports (log expected count = -0.05, p = 0.680), and side effect expectancies were unrelated to treatment efficacy (β = 0.08, p = 0.306). Patients entering chamomile treatment for GAD with more favorable self-generated expectancies for the treatment experience greater improvement and fewer adverse events. Aligning patient expectancies with treatment selections may optimize outcomes. Trial Number NCT01072344 at ClinicalTrials.gov. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Constructionism and Neurocognitive-Based Teaching Model for Promoting Science Learning Outcomes and Creative Thinking

ERIC Educational Resources Information Center

Sripongwiwat, Supathida; Bunterm, Tassanee; Srisawat, Niwat; Tang, Keow Ngang

2016-01-01

The aim of this study was to examine the effect, after intervention on both experimental and control groups, of constructionism and neurocognitive-based teaching model, and conventional teaching model, on the science learning outcomes and creative thinking of Grade 11 students. The researchers developed a constructionism and neurocognitive-based…

Teaching Reading Comprehension to Learners with Autism Spectrum Disorder: Predictors of Teacher Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Accardo, Amy L.; Finnegan, Elizabeth G.; Gulkus, Steven P.; Papay, Clare K.

2017-01-01

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and…

Expectant versus aggressive management in severe preeclampsia remote from term.

PubMed

Sarsam, D S; Shamden, M; Al Wazan, R

2008-09-01

Our study aims to compare neonatal and maternal outcomes between expectant (or conservative) and aggressive (or immediate) management in cases with severe preclampsia remote from term. This is a comparative study conducted at Al-Batool Teaching Hospital in Mosul City, Iraq, from April 2003 to August 2004. A total of 74 singleton pregnancies complicated by severe preeclampsia with gestational age of 24-34 weeks were studied during this period. The criteria used for the diagnosis of severe preeclampsia were in accordance with the guidelines of the American College of Obstetricians and Gynaecologists. All the patients were counselled for expectant management. 39 patients were delivered immediately due to refusal of expectant management either by the patient or the attending physician. The other 35 patients were managed expectantly; this group was followed-up and carefully monitored for a period ranging from 72 hours to 18 days. Neonatal parameters, neonatal outcome and maternal outcome were compared between the two groups. The mean value of pregnancy prolongation was 9.2 days. Median gestational age for the first group was 29 weeks, and for the second group, it was 30 weeks. Regarding neonatal parameters, the expectantly-managed group had a higher Apgar score at one minute (3.56 +/- 1.72 vs. 5.05 +/- 1.77, p-value equals 0.001), lower mean days of hospitalisation in the neonatal intensive care unit (6.83 +/- 5.38 vs. 4.50 +/- 3.46, p-value equals 0.03), with a lower incidence of neonatal and maternal complications. Expectant management is recommended in patients with severe preeclampsia remote from term, after proper selection of patients and careful monitoring.

The Impact of Teach for America on Non-Test Academic Outcomes

ERIC Educational Resources Information Center

Backes, Ben; Hansen, Michael

2018-01-01

Recent evidence on teacher productivity suggests that teachers meaningfully influence non-test academic student outcomes that are commonly overlooked by narrowly focusing on test scores. Despite a large number of studies investigating the Teach For America (TFA) effect on math and English achievement, little is known about non-tested academic…

Advising as Teaching: Establishing Outcomes, Developing Tools, and Assessing Student Learning

ERIC Educational Resources Information Center

Hurt, Robert L.

2007-01-01

In every way that matters, advising is a form of teaching. Using Bloom's (1956) taxonomy of educational outcomes, I explain how to develop learning objectives within advising contexts. The article also suggests commonly available educational materials, such as university catalogs, as content delivery mechanisms for students; in addition, it offers…

Teaching the Middle School Grade-Level Outcomes with Standards-Based Instruction

ERIC Educational Resources Information Center

Avery, Marybell; Rettig, Brad

2015-01-01

This article focuses on the grade-level outcomes to be assessed on middle school (grades 6-8) physical education. Specifically, the article describes how to teach basic tactics and strategies while applying fundamental movement patterns to the various game and movement categories (invasion, net/wall, target, fielding/striking, dance/rhythms, &…

Comparison of resource utilization and clinical outcomes between teaching and nonteaching medical services.

PubMed

Khaliq, Amir A; Huang, Chiung-Yu; Ganti, Apar Kishor; Invie, Kristie; Smego, Raymond A

2007-05-01

To compare the resource utilization and clinical outcomes of medical care delivered on general internal medicine inpatient services at teaching and nonteaching services at an academic hospital. From February to October 2002, 2189 patients admitted to a 450-bed university-affiliated community hospital were assigned either to a resident-staffed teaching service (n = 1637) or to a hospitalist- or clinic-based internist nonteaching service (n = 552). We compared total hospital costs per patient, length of hospital stay (LOS), hospital readmission within 30 days, in-hospital mortality, and costs for pharmacy, laboratory, radiology, and others between teaching and nonteaching services. Care on a teaching service was not associated with increased overall patient care costs ($5572 vs. $5576; P = .99), LOS (4.92 days vs. 5.10 days; P = .43), readmission rate (12.3% vs. 10.3%; P = .21), or in-hospital mortality (3.7% vs. 4.5%; P = .40). Mean laboratory and radiology costs were higher on the teaching service, but costs for the pharmacy and for speech therapy, occupational therapy, physical therapy, respiratory therapy, pulmonary function testing, and GI endoscopy procedures were not statistically different between the 2 services, and residents did not order more tests or procedures. Case mix and illness severity, as reflected by the distribution of the most frequent DRGs and mean number of secondary diagnoses per patient and DRG-specific LOS, were similar on the 2 services. At our academic hospital, admission to a general internal medicine teaching service resulted in patient care costs and clinical outcomes comparable to those admitted to a nonteaching service. (c) 2007 Society of Hospital Medicine.

Getting Started with Taiji: Investigating Students Expectations and Teachers Appraisals of Taiji Beginners Courses

PubMed Central

Nedeljkovic, Marko; Bürgler, Christina; Wirtz, Petra H.; Seiler, Roland; Streitberger, Konrad M.; Ausfeld-Hafter, Brigitte

2012-01-01

In recent years, Taiji has been frequently investigated and considered as a stress management intervention. Although health care providers' appraisals and consumers' expectations are regarded as essential for treatment outcome, little attention has been drawn to this issue in Taiji research. In our study we have conducted two surveys to explore beginners' (n = 74) expectations and teachers' (n = 136) appraisals of their Taiji courses in general as well as more particularly related to stress management. Qualitative data analysis revealed that beginners mainly expected to learn a new method that is applicable in their daily life to foster peace of mind and to enhance their stress management. Congruently moderate-to-high improvements in stress management have also been found in quantitative analysis, whereby a lower educational level predicted higher expectations (P = 0.016). Taiji-teachers stated body- and mind-related benefits most frequently and appraised moderate-to-high improvements in stress management. Higher appraisals were predicted by a shorter teaching experience (P = 0.024). Our results inform about beginners' expectations and teachers' appraisals related to a Taiji-beginners course and highlight the role of educational background and teaching experience in shaping stress-management-related beginners' expectations and teachers' appraisals. PMID:23258990

Which outcome expectancies are important in determining young adults' intentions to use condoms with casual sexual partners?: a cross-sectional study.

PubMed

Newby, Katie V; Brown, Katherine E; French, David P; Wallace, Louise M

2013-02-13

The prevalence of unwanted pregnancy and sexually transmitted infection amongst young adults represents an important public health problem in the UK. Individuals' attitude towards the use of condoms has been identified as an important determinant of behavioural intentions and action. The Theory of Planned Behaviour has been widely used to explain and predict health behaviour. This posits that the degree to which an individual positively or negatively values a behaviour (termed 'direct attitude') is based upon consideration of the likelihood of a number of outcomes occurring (outcome expectancy) weighted by the perceived desirability of those outcomes (outcome evaluation). Outcome expectancy and outcome evaluation when multiplied form 'indirect attitude'. The study aimed to assess whether positive outcome expectancies of unprotected sex were more important for young adults with lower safe sex intentions, than those with safer sex intentions, and to isolate optimal outcomes for targeting through health promotion campaigns. A cross-sectional survey design was used. Data was collected from 1051 school and university students aged 16-24 years. Measures of intention, direct attitude and indirect attitude were taken. Participants were asked to select outcome expectancies which were most important in determining whether they would use condoms with casual sexual partners. People with lower safe sex intentions were more likely than those with safer sex intentions to select all positive outcome expectancies for unprotected sex as salient, and less likely to select all negative outcome expectancies as salient. Outcome expectancies for which the greatest proportion of participants in the less safe sex group held an unfavourable position were: showing that I am a caring person, making sexual experiences less enjoyable, and protecting against pregnancy. The findings point to ways in which the attitudes of those with less safe sex intentions could be altered in order to motivate

The Effect of an Integrated Science and Mathematics Content-Based Course on Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Moseley, Christine; Utley, Juliana

2006-01-01

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…

Preservice Science Teacher Beliefs about Teaching and the Science Methods Courses: Exploring Perceptions of Microteaching Outcomes

ERIC Educational Resources Information Center

McLaury, Ralph L.

2011-01-01

This study investigates beliefs about teaching held by preservice science teachers and their influences on self-perceived microteaching outcomes within interactive secondary science teaching methods courses. Hermeneutic methodology was used in cooperation with seven preservice science teachers (N = 7) to infer participant beliefs about teaching…

A Qualitative Exploration of the STEM Career-Related Outcome Expectations of Young Adolescents

ERIC Educational Resources Information Center

Shoffner, Marie F.; Newsome, Debbie; Barrio Minton, Casey A.; Wachter Morris, Carrie A.

2015-01-01

Perceptions developed and choices made during the preadolescent and early adolescent years may restrict or enrich youth's future career aspirations. These years are critical for acquiring and exploring academic and career-related interests. In addition, outcome expectations -- what youth believe will happen if they pursue certain interests, tasks,…

Commitment to Change: Its Role in the Relationship between Expectation of Change Outcome and Emotional Exhaustion

ERIC Educational Resources Information Center

Ning, Jing; Jing, Runtian

2012-01-01

Successful implementation of organizational changes greatly depends on committed employees. It is crucial for managers, leaders, and HRD professionals to understand the antecedents and outcomes of commitment to change. The purpose of this study is to investigate the relationships among expectation of change outcome at the individual level,…

Developing Educational Goals: Insights from a Peer Assisted Teaching Scheme

ERIC Educational Resources Information Center

Ross, Bella; Carbone, Angela; Lindsay, Katherine; Drew, Steve; Phelan, Liam; Cottman, Caroline; Stoney, Sue

2016-01-01

The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for…

Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

NASA Astrophysics Data System (ADS)

Taştan Kırık, Özgecan

2013-12-01

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors ( n = 71) and elementary education majors ( n = 262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers' conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.

Predicting problem behaviors with multiple expectancies: expanding expectancy-value theory.

PubMed

Borders, Ashley; Earleywine, Mitchell; Huey, Stanley J

2004-01-01

Expectancy-value theory emphasizes the importance of outcome expectancies for behavioral decisions, but most tests of the theory focus on a single behavior and a single expectancy. However, the matching law suggests that individuals consider expected outcomes for both the target behavior and alternative behaviors when making decisions. In this study, we expanded expectancy-value theory to evaluate the contributions of two competing expectancies to adolescent behavior problems. One hundred twenty-one high school students completed measures of behavior problems, expectancies for both acting out and academic effort, and perceived academic competence. Students' self-reported behavior problems covaried mostly with perceived competence and academic expectancies and only nominally with problem behavior expectancies. We suggest that behavior problems may result from students perceiving a lack of valued or feasible alternative behaviors, such as studying. We discuss implications for interventions and suggest that future research continue to investigate the contribution of alternative expectancies to behavioral decisions.

Psychometric validity of the parent's outcome expectations for children's television viewing (POETV) scale

USDA-ARS?s Scientific Manuscript database

TV and other screen use are common among elementary-school-aged children with both potential benefits and harms. It is not clear why some parents restrict their children's screen use and others do not. Parents' outcome expectations for allowing their child to watch TV and other screen media, i.e., t...

Teaching hospital financial status and patient outcomes following ACGME duty hour reform.

PubMed

Navathe, Amol S; Silber, Jeffrey H; Small, Dylan S; Rosen, Amy K; Romano, Patrick S; Even-Shoshan, Orit; Wang, Yanli; Zhu, Jingsan; Halenar, Michael J; Volpp, Kevin G

2013-04-01

To examine whether hospital financial health was associated with differential changes in outcomes after implementation of 2003 ACGME duty hour regulations. Observational study of 3,614,174 Medicare patients admitted to 869 teaching hospitals from July 1, 2000 to June 30, 2005. Interrupted time series analysis using logistic regression to adjust for patient comorbidities, secular trends, and hospital site. Outcomes included 30-day mortality, AHRQ Patient Safety Indicators (PSIs), failure-to-rescue (FTR) rates, and prolonged length of stay (PLOS). All eight analyses measuring the impact of duty hour reform on mortality by hospital financial health quartile, in postreform year 1 ("Post 1") or year 2 ("Post 2") versus the prereform period, were insignificant: Post 1 OR range 1.00-1.02 and Post 2 OR range 0.99-1.02. For PSIs, all six tests showed clinically insignificant effect sizes. The FTR rate analysis demonstrated nonsignificance in both postreform years (OR 1.00 for both). The PLOS outcomes varied significantly only for the combined surgical sample in Post 2, but this effect was very small, OR 1.03 (95% CI 1.02, 1.04). The impact of 2003 ACGME duty hour reform on patient outcomes did not differ by hospital financial health. This finding is somewhat reassuring, given additional financial pressure on teaching hospitals from 2011 duty hour regulations. © Health Research and Educational Trust.

Posttraumatic Stress Symptoms and Their Association With Smoking Outcome Expectancies Among Homeless Smokers in Boston

PubMed Central

Campbell, Eric G.; Chang, Yuchiao; Magid, Leah M.; Rigotti, Nancy A.

2016-01-01

Introduction: Cigarette smoking and traumatic life experiences are each common among homeless adults, but the prevalence and correlates of posttraumatic stress disorder (PTSD) symptoms among homeless smokers are not known. We assessed symptoms of PTSD and their association with smoking outcome expectancies in a sample of homeless smokers in Boston. Methods: We used time-location sampling to conduct an in-person survey of homeless adult smokers using Boston Health Care for the Homeless Program clinical services. We assessed symptoms of PTSD with the PTSD Checklist—Civilian version and considered scores at least 14 as positive. We used the Smoking Effects Questionnaire to assess positive and negative smoking outcome expectancies. We modeled the associations between PTSD screening status and smoking expectancies using design-adjusted linear regression. Results: Eighty-six percent of eligible individuals participated (N = 306). Sixty-eight percent of participants screened positive for PTSD. Screen-positive respondents were younger (P = .001), more likely to report fair/poor health (P = .01), chronic obstructive pulmonary disease (P = .02), and past-month hallucinations (P = .004), and had greater drug (P < .001) and alcohol (P < .001) use severity and cigarette dependence (P = .002). In analyses controlling for these confounders, PTSD screen-positive participants more strongly endorsed smoking to reduce negative affect (P = .01), smoking for social benefits (P = .002), and smoking for weight control (P = .03). Exploratory analyses suggested that these associations were driven by avoidance/numbing and re-experiencing symptoms. Conclusions: Symptoms of posttraumatic stress are common among homeless smokers and strongly associated with positive smoking outcome expectancies. Tobacco cessation programs for this population should consider screening for PTSD and fostering a trauma-sensitive treatment environment. Implications: In this study of homeless cigarette smokers in

Strategies for Effective Dissemination of the Outcomes of Teaching and Learning Projects

ERIC Educational Resources Information Center

Southwell, Deborah; Gannaway, Deanne; Orrell, Janice; Chalmers, Denise; Abraham, Catherine

2010-01-01

This paper describes an empirical study that addresses the question of how higher education institutions can disseminate effectively the outcomes of projects that seek to achieve large-scale change in teaching and learning. Traditionally, dissemination of innovation and good practice is strongly advocated within universities, but little…

The Relationship between Elementary Teachers' Background in Mathematics, Teaching Self-Efficacy, and Teaching Outcome Expectancy When Implementing the Common Core State Standards

ERIC Educational Resources Information Center

Stuart, Jennifer Lynn

2017-01-01

The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured…

Anxiety, Outcome Expectancies, and Young People's Willingness to Engage in Contact with the Elderly

ERIC Educational Resources Information Center

Hutchison, Paul; Fox, Edward; Laas, Anna Maria; Matharu, Jasmin; Urzi, Serena

2010-01-01

A cross-sectional study (N = 61) investigated the relationship between young people's previous experiences of intergenerational contact and their willingness to engage in future contact with the elderly. Regression analyses confirmed that frequent positive intergenerational contact predicted more positive outcome expectancies, less intergroup…

Learning Approaches and Outcome-Based Teaching and Learning: A Case Study in Hong Kong, China

ERIC Educational Resources Information Center

Pang, Mary; Ho, To Ming; Man, Ryan

2009-01-01

Outcome-based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome-based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended…

What older adolescents expect from physical activity: Implicit cognitions regarding health and appearance outcomes.

PubMed

McFadden, K; Berry, T R; McHugh, T F; Rodgers, W M

2018-04-01

To explore older adolescents' reflective and impulsive thoughts about health- and social/appearance-related physical activity (PA) outcomes and investigate how those thoughts relate to their PA behavior. One hundred and forty-four undergraduate students (109 women; 35 men) aged 17-19 years (M = 18.11, SD = 0.65) participated in this study in October 2015. Participants completed a Go/No-go Association Task that assessed automaticity of associations between PA words and either health outcomes or social/appearance outcomes. Questionnaires assessing PA behavior, attitudes, outcome expectations, and body image were also completed. Participants demonstrated a positive automatic association between PA and social/appearance outcomes, F(1, 136) = 4.403, p < .05, η 2 = .031, but they showed no difference in their associations between PA and desirable or undesirable health outcomes, F(1, 136) = 2.405, p = .123, η 2 = .017. Older adolescents implicitly attend to the social/appearance outcomes of PA more than potential health outcomes, indicating that social recognition and a desirable physique may be the key PA motivators for adolescents.

Education majors' expectations and reported experiences with inquiry-based physics: Implications for student affect

NASA Astrophysics Data System (ADS)

Gaffney, Jon D. H.

2013-06-01

To address a perennial need to provide K-8 teachers with a solid foundation in science, there are many physics content courses throughout the United States. One such course is Physics and Astronomy for Teachers (PAT), which relies heavily on active-learning strategies. Although PAT is successful in teaching physics content, students sometimes report dissatisfaction with the course. Such instances of poor affect are worrisome because they may influence how teachers present science in their own classrooms. Therefore, this study investigates students’ affect in terms of their pedagogical expectations and potential personal learning outcomes with respect to PAT. Two sections of PAT, each containing approximately 40 students, were observed. Students in those sections were surveyed, and a sample were interviewed (N=10). An analysis of the data in terms of an expectancy violation framework shows that while students’ expectations regarding the hands-on and interactive components of PAT were met, they received substantially fewer lectures, class discussions, and opportunities to make class presentations than they had expected, even after they had been presented with the course syllabus and informed about the specific nature of the course. Additionally, students expected PAT to be more directly linked with their future teaching careers and therefore expected more opportunities to practice teaching science than they reported receiving. This investigation serves as a case study to provide insight into why students are sometimes frustrated and confused when first encountering active-learning classes, and it implies that instructors should be cognizant of those feelings and devote resources toward explicit orientation that emphasizes the purpose of the course and reasons behind their pedagogical choices.

Learning More than Expected: The Influence of Teachers' Attitudes on Children's Learning Outcomes

ERIC Educational Resources Information Center

Youn, Minjong

2016-01-01

This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…

Working Alliance and Stages of Change for Employment: The Intermediary Role of Autonomous Motivation, Outcome Expectancy and Vocational Rehabilitation Engagement.

PubMed

Iwanaga, Kanako; Chan, Fong; Tansey, Timothy N; Strauser, David; Ritter, Ellen; Bishop, Malachy; Brooks, Jessica

2018-05-30

Purpose Working alliance is one of the most important common factors for successful counseling/psychotherapy outcomes. Based on the empirical literature about working alliance, it seems that self-determination and self-efficacy theory (SDT/SET) can potentially be used as a motivational model to explain the relationship between working alliance and vocational rehabilitation (VR) outcomes. The purpose of this study is to evaluate three primary SDT/SET constructs, autonomous motivation, expectancy and engagement, as mediators for the relationship between working alliance and stages of change (SOC) for employment. Methods A serial multiple mediation analysis (SMMA) was computed to evaluate autonomy, outcome expectancy, and VR engagement as mediators of the relationship between working alliance and SOC for employment in a sample of 277 people with chronic illness and disability (CID) receiving services from state VR agencies in the United States. Results The SMMA results indicated that working alliance was positively associated with SOC for employment (total effect), while the direct effect between working alliance and SOC for employment was not significant after controlling for the effects of the mediators, indicating significant mediation effects. The mediation effects were estimates of the indirect effects for working alliance on SOC for employment through (a) autonomous motivation, (b) outcome expectancy, (c) VR engagement, and (d) autonomous motivation, outcome expectancy and VR engagement together. Conclusions The results indicated that a strong working alliance has the benefit of helping consumers develop autonomous motivation to work and increasing their vocational outcome expectancy and engagement in VR services, leading to employment.

Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Simonis, Doris G.

2004-01-01

The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome…

Effect of Retention in First Grade on Parents’ Educational Expectations and Children’s Academic Outcomes

PubMed Central

Hughes, Jan N.; Kowk, Oi-man; Im, MyungHee

2013-01-01

The effect of retention in first grade (Year 1) on parents’ educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents’ expectations are suggested. PMID:24357865

Parental Expectations of Their Adolescents' Teachers.

ERIC Educational Resources Information Center

Tatar, Moshe; Horenczyk, Gabriel

2000-01-01

Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…

Promoting Parent Academic Expectations Predicts Improved School Outcomes for Low-income Children Entering Kindergarten

PubMed Central

Loughlin-Presnal, John E.; Bierman, Karen L.

2017-01-01

This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, Mage = 4.45 years, SD = .29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child’s academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families. PMID:28646976

Teaching Hospital Financial Status and Patient Outcomes Following ACGME Duty Hour Reform

PubMed Central

Navathe, Amol S; Silber, Jeffrey H; Small, Dylan S; Rosen, Amy K; Romano, Patrick S; Even-Shoshan, Orit; Wang, Yanli; Zhu, Jingsan; Halenar, Michael J; Volpp, Kevin G

2013-01-01

Objective To examine whether hospital financial health was associated with differential changes in outcomes after implementation of 2003 ACGME duty hour regulations. Data Sources/Study Setting Observational study of 3,614,174 Medicare patients admitted to 869 teaching hospitals from July 1, 2000 to June 30, 2005. Study Design Interrupted time series analysis using logistic regression to adjust for patient comorbidities, secular trends, and hospital site. Outcomes included 30-day mortality, AHRQ Patient Safety Indicators (PSIs), failure-to-rescue (FTR) rates, and prolonged length of stay (PLOS). Principal Findings All eight analyses measuring the impact of duty hour reform on mortality by hospital financial health quartile, in postreform year 1 (“Post 1”) or year 2 (“Post 2”) versus the prereform period, were insignificant: Post 1 OR range 1.00–1.02 and Post 2 OR range 0.99–1.02. For PSIs, all six tests showed clinically insignificant effect sizes. The FTR rate analysis demonstrated nonsignificance in both postreform years (OR 1.00 for both). The PLOS outcomes varied significantly only for the combined surgical sample in Post 2, but this effect was very small, OR 1.03 (95% CI 1.02, 1.04). Conclusions The impact of 2003 ACGME duty hour reform on patient outcomes did not differ by hospital financial health. This finding is somewhat reassuring, given additional financial pressure on teaching hospitals from 2011 duty hour regulations. PMID:22862427

Examining the relationships between posttraumatic stress disorder symptoms, positive smoking outcome expectancies, and cigarette smoking in people with substance use disorders: a multiple mediator model.

PubMed

Hruska, Bryce; Bernier, Jennifer; Kenner, Frank; Kenne, Deric R; Boros, Alec P; Richardson, Christopher J; Delahanty, Douglas L

2014-01-01

Cigarette smoking is highly prevalent in people with substance use disorders (SUDs) and is associated with significant physical health problems. Posttraumatic stress disorder (PTSD) is also highly associated with both SUDs and cigarette smoking and may serve as a barrier to smoking cessation efforts. In addition, people with PTSD are more likely to hold positive smoking outcome expectancies (i.e., beliefs that smoking cigarettes results in positive outcomes); these beliefs may contribute to cigarette smoking in people with SUDs experiencing PTSD symptoms. The present study examined the relationship between PTSD symptoms and typical daily cigarette smoking/cigarette dependence symptoms in a sample of 227 trauma-exposed current smokers with SUDs (59.9% male, 89.4% Caucasian) seeking detoxification treatment services. Additionally, the indirect effects of multiple types of positive smoking outcome expectancies on these relationships were examined. Participants completed questionnaires assessing PTSD symptoms, positive smoking outcome expectancies, cigarette consumption, and cigarette dependence symptoms. Results indicated that PTSD symptoms were not directly related to cigarette consumption or cigarette dependence symptoms. However, negative affect reduction outcome expectancies were shown to have a significant indirect effect between PTSD symptoms and cigarette consumption, while negative affect reduction, boredom reduction, and taste-sensorimotor manipulation outcome expectancies were all found to have significant indirect effects between PTSD symptoms and cigarette dependence symptoms. The indirect effect involving negative affect reduction outcome expectancies was statistically larger than that of taste sensorimotor manipulation outcome expectancies, while negative affect reduction and boredom reduction outcome expectancies were comparable in magnitude. These results suggest that expectancies that smoking can manage negative affective experiences are related to

The role of positive/negative outcome expectancy and refusal self-efficacy of Internet use on Internet addiction among college students in Taiwan.

PubMed

Lin, Min-Pei; Ko, Huei-Chen; Wu, Jo Yung-Wei

2008-08-01

Based on Bandura's social cognitive theory, this study was designed to examine positive and negative outcome expectancy and refusal self-efficacy of Internet use and their contribution to Internet addiction among college students by using hierarchical multiple regression analyses in a cross-sectional study design. Schools were first stratified into technical or nontechnical colleges and then into seven majors. A cluster random sampling by department was further applied to randomly choose participants from each major. A representative sample of 4,456 college students participated in this study. The Outcome Expectancy and Refusal Self-Efficacy of Internet Use Questionnaire and the Chen Internet Addiction Scale were used to assess the cognitive factors and the levels of Internet addiction. Results showed that both positive outcome expectancy and negative outcome expectancy were significantly and positively correlated with Internet addiction, and refusal self-efficacy of Internet use was significantly and negatively related to Internet addiction. Further analyses revealed that refusal self-efficacy of Internet use directly and negatively predicted Internet addiction. Moreover, we discovered that positive outcome expectancy positively predicted Internet addiction via refusal self-efficacy of Internet use; however, surprisingly, negative outcome expectancy had both a direct and indirect positive relationship in predicting Internet addiction via the refusal self-efficacy of Internet use. These results give empirical evidence to verify the theoretical effectiveness of the three cognitive factors to Internet addiction and should be incorporated when designing prevention programs and strategies for Internet addicted college students.

'It will get even better': preliminary findings from a trauma-focused psychotherapy effectiveness study reveal false positive patients' long-term outcome expectations after the treatment.

PubMed

Kazlauskas, Evaldas; Jovarauskaite, Lina; Mazulyte, Egle; Skruibis, Paulius; Dovydaitiene, Migle; Eimontas, Jonas; Zelviene, Paulina

2017-05-01

There is considerable evidence that outcome expectations may predict psychotherapy outcomes. However, little is known about the long-term outcome expectations following the end of the treatment. The aim of this study was to evaluate patients' long-term outcome expectations after trauma-focused post-traumatic stress disorder (PTSD) psychotherapy in a single group effectiveness study. Twenty participants with various traumatic experiences who completed the Brief Eclectic Psychotherapy for Post-Traumatic Stress Disorder (BEPP) and all the assessments were included into the study. Self-report measures were used to evaluate the therapeutic outcomes: Impact of Event Scale-Revised (IES-R), Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM) at pre-treatment, post-treatment, and 6-month follow-up. Subjective Units of Distress Scale was used to measure long-term outcome expectations at post-treatment, asking participants to measure the expected distress in 6 months following the treatment. Assessments at 6-month follow-up were used to estimate the accuracy of patients' expectations of their distress at previous post-treatment assessment. Significant decline of PTSD symptoms at post-treatment with large effect sizes was observed. At post-treatment assessment participants expected significant improvement of their condition in 6 months after the treatment. However, therapeutic effects remained stable at the 6-month follow-up. It is concluded that the PTSD patients, even after successful trauma-focused treatment, tend to expect further significant positive changes. However, therapeutic effects were stable half a year after the psychotherapy, and patients tend to have false expectations about further improvement of their condition.

Posttraumatic Stress Symptoms and Their Association With Smoking Outcome Expectancies Among Homeless Smokers in Boston.

PubMed

Baggett, Travis P; Campbell, Eric G; Chang, Yuchiao; Magid, Leah M; Rigotti, Nancy A

2016-06-01

Cigarette smoking and traumatic life experiences are each common among homeless adults, but the prevalence and correlates of posttraumatic stress disorder (PTSD) symptoms among homeless smokers are not known. We assessed symptoms of PTSD and their association with smoking outcome expectancies in a sample of homeless smokers in Boston. We used time-location sampling to conduct an in-person survey of homeless adult smokers using Boston Health Care for the Homeless Program clinical services. We assessed symptoms of PTSD with the PTSD Checklist-Civilian version and considered scores at least 14 as positive. We used the Smoking Effects Questionnaire to assess positive and negative smoking outcome expectancies. We modeled the associations between PTSD screening status and smoking expectancies using design-adjusted linear regression. Eighty-six percent of eligible individuals participated (N = 306). Sixty-eight percent of participants screened positive for PTSD. Screen-positive respondents were younger (P = .001), more likely to report fair/poor health (P = .01), chronic obstructive pulmonary disease (P = .02), and past-month hallucinations (P = .004), and had greater drug (P < .001) and alcohol (P < .001) use severity and cigarette dependence (P = .002). In analyses controlling for these confounders, PTSD screen-positive participants more strongly endorsed smoking to reduce negative affect (P = .01), smoking for social benefits (P = .002), and smoking for weight control (P = .03). Exploratory analyses suggested that these associations were driven by avoidance/numbing and re-experiencing symptoms. Symptoms of posttraumatic stress are common among homeless smokers and strongly associated with positive smoking outcome expectancies. Tobacco cessation programs for this population should consider screening for PTSD and fostering a trauma-sensitive treatment environment. In this study of homeless cigarette smokers in Boston, over two-thirds of participants screened positive for

Direct and indirect effects of alcohol expectancies through drinking motives on alcohol outcomes among students in Vietnam.

PubMed

Diep, Pham Bich; Schelleman-Offermans, K; Kuntsche, E; De Vries, Nanne; Knibbe, Ronald A

2016-01-01

To investigate whether the links between alcohol expectancies (tension reduction; global positive change; improved cognitive and motor abilities; and change in social behavior) and alcohol outcomes (drinking volume, 6+ drinks, alcohol problems, and symptoms of alcohol dependence) are mediated by drinking motives (social, enhancement, conformity, and coping). A multi-stage sampling strategy was used in four Vietnamese provinces, resulting in a final sample of 4756 students (43.2% females) with mean age 20.6 (SD 1.8) years. Structural equation models, including indirect effects, were estimated for women and men separately. Overall, there were many cases of full mediation (indirect effects range from -0.006 to 0.083 and p-values from <0.05 to <0.001) and little indication of partial mediation (indirect effects range from -0.009 to 0.025 and p-values from <0.05 to <0.001). In both men and women, coping motives most frequently mediated the influence of expectancies on alcohol outcomes. Among men, enhancement motives and, to a lesser extent, social motives also played a role in mediating the effects of expectancies on alcohol outcomes. Among women, full mediation was found far less often and less consistently. By confirming that, in Vietnam, motives mediate the link between expectancies and drinking behavior, this study supports the cultural robustness of a key assumption of the motivational model (i.e. that drinking motives are more closely associated with alcohol use than expectancies). Enhancement, coping and social motives are most frequently found as mediators among male students whereas coping motive only is most frequently found as a mediator among female students. As most of the effects of expectancies were mediated by motives, drinking motives appear to be a promising factor for interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

PubMed

Roca, Judith; Reguant, Mercedes; Canet, Olga

2016-11-01

Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Head Start Teaching Center: Outcome Evaluation of 3 Years of Participatory Training.

ERIC Educational Resources Information Center

Caruso, D. A.; Horm-Wingerd, D. M.; Golas, J. C.

The New England Head Start Teaching Center (NEHSTC) is one of 14 federally funded programs created to test the efficacy of participatory, hands-on training for enhancing Head Start service delivery. An outcome evaluation of the program was conducted after 3 years of operation. The research design of the evaluation was a nonequivalent comparison…

Self-Efficacy and Outcome Expectations in the Self-Regulation of Non-Insulin Dependent Diabetes Mellitus.

ERIC Educational Resources Information Center

Kingery, Paul M.; Glasgow, Russell E.

1989-01-01

Findings from a study of 127 outpatients with noninsulin dependent diabetes mellitus indicate that self-efficacy and outcome expectations are moderately strong predictors of self-care in the exercise regimen, but weaker predictors in the dietary and glucose testing areas. (IAH)

Psychometric Properties of Adaptation of the Social Efficacy and Outcome Expectations Scale to Turkish

ERIC Educational Resources Information Center

Bakioglu, Fuad; Turkum, Ayse Sibel

2017-01-01

The aim of this study was to examine the psychometric properties of the Social Efficacy and Outcome Expectations Scale (SEOES) on Turkish. The sample group included two groups of university students (ns = 440, 359). The validity of the scale was assessed using exploratory factor analysis, confirmatory factor analysis and concurrent validity, and…

Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten.

PubMed

Loughlin-Presnal, John E; Bierman, Karen L

2017-06-01

This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, M age =4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Design Learning of Teaching Factory in Mechanical Engineering

NASA Astrophysics Data System (ADS)

Putra, R. C.; Kusumah, I. H.; Komaro, M.; Rahayu, Y.; Asfiyanur, E. P.

2018-02-01

The industrial world that is the target of the process and learning outcomes of vocational high school (SMK) has its own character and nuance. Therefore, vocational education institutions in the learning process should be able to make the appropriate learning approach and in accordance with the industrial world. One approach to learning that is based on production and learning in the world of work is by industry-based learning or known as Teaching Factory, where in this model apply learning that involves direct students in goods or service activities are expected to have the quality so it is worth selling and accepted by consumers. The method used is descriptive approach. The purpose of this research is to get the design of the teaching factory based on the competency requirements of the graduates of the spouse industry, especially in the engineering department. The results of this study is expected to be one of the choice of model factory teaching in the field of machinery engineering in accordance with the products and competencies of the graduates that the industry needs.

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

ERIC Educational Resources Information Center

Bayraktar, Sule

2011-01-01

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

PubMed Central

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed. PMID:28769839

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

PubMed

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

Caffeinated Alcohol Consumption Profiles and Associations with Use Severity and Outcome Expectancies

PubMed Central

Lau-Barraco, Cathy; Milletich, Robert J.; Linden, Ashley N.

2014-01-01

Growing evidence suggests that the consumption of caffeinated alcoholic beverages (CAB) may be riskier than alcohol alone. Efforts to identify patterns of CAB use and the correlates of such drinking patterns could further our conceptualization of and intervention for this health issue. Consequently, the current study aimed to (1) identify distinct classes of CAB users, (2) examine differences between classes on measures of alcohol and caffeine problems, and (3) compare distinct classes of CAB users on caffeine and alcohol outcome expectancies. Participants were 583 (31% men) undergraduate students from a psychology research pool. Latent profile analysis models were derived using four indicators: CAB use quantity, CAB use frequency, alcohol use quantity, and alcohol use frequency. Finding revealed four classes of drinkers: High Alcohol/High CAB (6.00%), High Alcohol/Moderate CAB (5.15%), High Alcohol/Low CAB (22.99%), and Low Alcohol/Low CAB (65.87%). The Low Alcohol/Low CAB class reported the lowest relative levels of caffeine dependence symptoms, caffeine withdrawal, alcohol use problems, and heavy episodic drinking frequency. Further, results indicated differential expectancy endorsement based on use profiles. CAB users in the High Alcohol/Low CAB class endorsed more positive alcohol expectancies than the Low Alcohol/Low CAB group. Those in the High Alcohol/High CAB class endorsed stronger withdrawal symptoms caffeine expectancies than all other classes. Inclusion of substance-specific expectancies into larger theoretical frameworks in future work of CAB use may be beneficial. Findings may inform intervention efforts for those at greatest risk related to CAB consumption. PMID:24210683

Caffeinated alcohol consumption profiles and associations with use severity and outcome expectancies.

PubMed

Lau-Barraco, Cathy; Milletich, Robert J; Linden, Ashley N

2014-01-01

Growing evidence suggests that the consumption of caffeinated alcoholic beverages (CAB) may be riskier than alcohol alone. Efforts to identify patterns of CAB use and the correlates of such drinking patterns could further our conceptualization of and intervention for this health issue. Consequently, the current study aimed to (1) identify distinct classes of CAB users, (2) examine differences between classes on measures of alcohol and caffeine problems, and (3) compare distinct classes of CAB users on caffeine and alcohol outcome expectancies. Participants were 583 (31% men) undergraduate students from a psychology research pool. Latent profile analysis models were derived using four indicators: CAB use quantity, CAB use frequency, alcohol use quantity, and alcohol use frequency. Finding revealed four classes of drinkers: High Alcohol/High CAB (6.00%), High Alcohol/Moderate CAB (5.15%), High Alcohol/Low CAB (22.99%), and Low Alcohol/Low CAB (65.87%). The Low Alcohol/Low CAB class reported the lowest relative levels of caffeine dependence symptoms, caffeine withdrawal, alcohol use problems, and heavy episodic drinking frequency. Further, results indicated differential expectancy endorsement based on use profiles. CAB users in the High Alcohol/Low CAB class endorsed more positive alcohol expectancies than the Low Alcohol/Low CAB group. Those in the High Alcohol/High CAB class endorsed stronger withdrawal symptom caffeine expectancies than all other classes. Inclusion of substance-specific expectancies into larger theoretical frameworks in future work of CAB use may be beneficial. Findings may inform intervention efforts for those at greatest risk related to CAB consumption. © 2013.

Personality Traits' Effects on Self-Efficacy and Outcome Expectations for High School Major Choice

ERIC Educational Resources Information Center

Brown, Dikla; Cinamon, Rachel Gali

2016-01-01

The current study focuses on the contribution of the Big Five personality traits to the development of self-efficacy and outcome expectations regarding selection of a high school major among 368 Israeli adolescents (Mage = 16.07, SD = 0.41). Structural equation analyses showed that higher levels of conscientiousness and extraversion and lower…

Are Grade Expectations Rational? A Classroom Experiment

ERIC Educational Resources Information Center

Hossain, Belayet; Tsigaris, Panagiotis

2015-01-01

This study examines students' expectations about their final grade. An attempt is made to determine whether students form expectations rationally. Expectations in economics, rational or otherwise, carry valuable information and have important implications in terms of both teaching effectiveness and the role of grades as an incentive structure for…

Patients' expectations of deep brain stimulation, and subjective perceived outcome related to clinical measures in Parkinson's disease: a mixed-method approach.

PubMed

Maier, Franziska; Lewis, Catharine J; Horstkoetter, Nina; Eggers, Carsten; Kalbe, Elke; Maarouf, Mohammad; Kuhn, Jens; Zurowski, Mateusz; Moro, Elena; Woopen, Christiane; Timmermann, Lars

2013-11-01

To study patients' expectations of subthalamic deep brain stimulation (STN-DBS) and their subjective perceived outcome, by using qualitative and quantitative methods in Parkinson's disease (PD). PD patients were prospectively examined before and 3 months after surgery. Semistructured interviews regarding preoperative expectations and postsurgical subjective perceived outcome were conducted. These were analysed using content analysis. For statistical analyses, patients were classified according to their subjective perceived outcome, resulting in three different subjective outcome groups (negative, mixed, positive outcome). The groups were used for multiple comparisons between and within each group regarding motor impairment, quality of life (QoL), neuropsychiatric status and cognitive functioning, using standard instruments. A logistic regression analysis was conducted to find predictors of subjective negative outcome. Receiver operating characteristic curves were used to analyse cut-off scores for predictive tests. Of the 30 PD patients participating, 8 had a subjective negative outcome, 8 a mixed and 14 a positive outcome. All groups significantly improved in motor functioning. Patients with subjective negative outcome were characterised by preoperative unrealistic expectations, no postsurgical improvement in QoL, and significantly higher presurgical and postsurgical apathy and depression scores. Higher preoperative apathy and depression scores were significant predictors of negative subjective outcome. Cut-off scores for apathy and depression were identified. The mixed-method approach proved useful in examining a patient's subjective perception of STN-DBS outcome. Our results show that significant motor improvement does not necessarily lead to a positive subjective outcome. Moreover, PD patients should be screened carefully before surgery regarding apathy and depression. (DRKS-ID: DRKS00003221).

The response strategy and the place strategy in a plus-maze have different sensitivities to devaluation of expected outcome.

PubMed

Kosaki, Yutaka; Pearce, John M; McGregor, Anthony

2018-04-10

Previous studies have suggested that spatial navigation can be achieved with at least two distinct learning processes, involving either cognitive map-like representations of the local environment, referred to as the "place strategy", or simple stimulus-response (S-R) associations, the "response strategy". A similar distinction between cognitive/behavioral processes has been made in the context of non-spatial, instrumental conditioning, with the definition of two processes concerning the sensitivity of a given behavior to the expected value of its outcome as well as to the response-outcome contingency ("goal-directed action" and "S-R habit"). Here we investigated whether these two versions of dichotomist definitions of learned behavior, one spatial and the other non-spatial, correspond to each other in a formal way. Specifically, we assessed the goal-directed nature of two navigational strategies, using a combination of an outcome devaluation procedure and a spatial probe trial frequently used to dissociate the two navigational strategies. In Experiment 1, rats trained in a dual-solution T-maze task were subjected to an extinction probe trial from the opposite start arm, with or without prefeeding-induced devaluation of the expected outcome. We found that a non-significant preference for the place strategy in the non-devalued condition was completely reversed after devaluation, such that significantly more animals displayed the use of the response strategy. The result suggests that the place strategy is sensitive to the expected value of the outcome, while the response strategy is not. In Experiment 2, rats with hippocampal lesions showed significant reliance on the response strategy, regardless of whether the expected outcome was devalued or not. The result thus offers further evidence that the response strategy conforms to the definition of an outcome-insensitive, habitual form of instrumental behavior. These results together attest a formal correspondence between

Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

NASA Astrophysics Data System (ADS)

Smith, Wade Clay, Jr.

The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag; Boone, William J.

2015-04-01

The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.

Expect With Me: development and evaluation design for an innovative model of group prenatal care to improve perinatal outcomes.

PubMed

Cunningham, Shayna D; Lewis, Jessica B; Thomas, Jordan L; Grilo, Stephanie A; Ickovics, Jeannette R

2017-05-18

Despite biomedical advances and intervention efforts, rates of preterm birth and other adverse outcomes in the United States have remained relatively intransigent. Evidence suggests that group prenatal care can reduce these risks, with implications for maternal and child health as well as substantial cost savings. However, widespread dissemination presents challenges, in part because training and health systems have not been designed to deliver care in a group setting. This manuscript describes the design and evaluation of Expect With Me, an innovative model of group prenatal care with a strong integrated information technology (IT) platform designed to be scalable nationally. Expect With Me follows clinical guidelines from the American Congress of Obstetricians and Gynecologists. Expect With Me incorporates the best evidence-based features of existing models of group care with a novel integrated IT platform designed to improve patient engagement and support, enhance health behaviors and decision making, connect providers and patients, and improve health service delivery. A multisite prospective longitudinal cohort study is being conducted to examine the impact of Expect With Me on perinatal and postpartum outcomes, and to identify and address barriers to national scalability. Process and outcome evaluation will include quantitative and qualitative data collection at patient, provider, and organizational levels. Mixed-method data collection includes patient surveys, medical record reviews, patient focus groups; provider surveys, session evaluations, provider focus groups and in-depth interviews; an online tracking system; and clinical site visits. A two-to-one matched cohort of women receiving individual care from each site will provide a comparison group (n = 1,000 Expect With Me patients; n = 2,000 individual care patients) for outcome and cost analyses. By bundling prevention and care services into a high-touch, high-tech group prenatal care model

Interactions between self-reported alcohol outcome expectancies and cognitive functioning in the prediction of alcohol use and associated problems: a further examination.

PubMed

Littlefield, Andrew K; Vergés, Alvaro; McCarthy, Denis M; Sher, Kenneth J

2011-09-01

A recent debate regarding the theoretical distinction between explicit and implicit cognitive processes relevant to alcohol-related behaviors was strongly shaped by empirical findings from dual-process models (Moss & Albery, 2009; Wiers & Stacy, 2010; Moss & Albery, 2010). Specifically, as part of a broader discussion, Wiers & Stacy (2010) contended that alcohol-related behaviors are better predicted by self-reported alcohol expectancies for individuals with good executive control and verbal abilities relative to those without such abilities. The purpose of the current paper is to further test whether self-reported alcohol outcome expectancies are moderated by measures of cognitive functioning. Using multiple indices of alcohol use, alcohol-related consequences, self-reported alcohol outcome expectancies, and cognitive functioning, both cross-sectional and longitudinal analyses were conducted in a prospective sample of 489 individuals at varying risk for alcohol use disorders. Results from a series of regression analyses testing interactions between self-reported alcohol expectancies and cognitive functioning showed minimal support for the hypothesized pattern discussed by Wiers and Stacy, 2010 regarding self-reported alcohol outcome expectancies. The overall rates of significance were consistent with Type I error rates and a substantial proportion of the significant interactions were inconsistent with previous findings. Thus, the conclusion that cognitive measures consistently moderate the relation between self-reported alcohol expectancies and alcohol use and outcomes should be tempered. (c) 2011 APA, all rights reserved.

Being a Teacher: Altruistic and Narcissistic Expectations of Pre-Service Teachers

ERIC Educational Resources Information Center

Friedman, Isaac A.

2016-01-01

The article focuses on investigating pre-service teachers' expectations of their future teaching career, in particular concerning teacher-student interrelations. In an attempt to comprehend why people choose teaching as a professional career, a conceptual model titled "Teachers" altruistic-narcissistic classroom expectations' was…

Women in STEM Majors and Professional Outcome Expectations: The Role of Living-Learning Programs and Other College Environments

ERIC Educational Resources Information Center

Szelényi, Katalin; Denson, Nida; Inkelas, Karen Kurotsuchi

2013-01-01

Using data from the 2004-2007 National Study of Living Learning Programs, the only national dataset offering longitudinal information on outcomes associated with living-learning (L/L) program participation, this study investigated the role of L/L programs and other college environments in the professional outcome expectations of women in science,…

Towards effective outcomes in teaching, learning and assessment of law in medical education.

PubMed

Preston-Shoot, Michael; McKimm, Judy

2011-04-01

Law is slowly emerging as a core subject area in medical education, alongside content on the ethical responsibilities of doctors to protect and promote patient health and well-being. Curriculum statements have begun to advise on core content and methods for organising teaching and assessment. However, no comprehensive overview of approaches to the delivery of this law curriculum has been undertaken. This paper reports an assessment of the nature and strength of the published evidence base for the teaching, learning and assessment of law in medical education. It also provides a thematic content overview from the best available literature on the teaching of law to medical students and on the assessment of their legal knowledge and skills. A systematic review of the evidence base was completed. Detailed scrutiny resulted in the inclusion of 31 empirical sources and 11 conceptual papers. The quality of the included material was assessed. Significant gaps exist in the evidence base. Empirical studies of the teaching of law are characterised by insufficient sample sizes and a focus on individual study programmes. They rely on measures of student satisfaction and on evaluating short-term outcomes rather than assessing whether knowledge is retained and whether learning impacts on patient outcomes. Studies reveal a lack of coordination between pre- or non-clinical and clinical medico-legal education. Although evidence on the development of students' knowledge is available, much learning is distant from the practice in which its application would be tested. Law learning in clinical placements appears to be opportunistic rather than structured. The place of law in the curriculum remains uncertain and should be more clearly identified. A more robust knowledge base is needed to realise the aspirations behind curriculum statements on law and to enable medical students to develop sufficient legal literacy to manage challenging practice encounters. Further research is needed into

Expectations of recovery and functional outcomes following thoracolumbar trauma: an evidence-based medicine process to determine what surgeons should be telling their patients.

PubMed

Schouten, Rowan; Lewkonia, Peter; Noonan, Vanessa K; Dvorak, Marcel F; Fisher, Charles G

2015-01-01

The aim of this study was to define the expected functional and health-related quality of life outcomes following common thoracolumbar injuries on the basis of consensus expert opinion and the best available literature. Patient expectations are primarily determined by the information provided by health care professionals, and these expectations have been shown to influence outcome in various medical and surgical conditions. This paper presents Part 2 of a multiphase study designed to investigate the impact of patient expectations on outcomes following spinal injury. Part 1 demonstrated substantial variability in the information surgeons are communicating to patients. Defining the expected outcomes following thoracolumbar injury would allow further analysis of this relationship and enable surgeons to more accurately and consistently inform patients. Expert opinion was assembled by distributing questionnaires comprising 4 cases representative of common thoracolumbar injuries to members of the Spine Trauma Study Group (STSG). The 4 cases included a thoracolumbar junction burst fracture treated nonoperatively or with posterior transpedicular instrumentation, a low lumbar (L-4) burst fracture treated nonoperatively, and a thoracolumbar junction flexion-distraction injury managed with posterior fusion. For each case, 5 questions about expected outcomes were posed. The questions related to the proportion of patients who are pain free, the proportion who have regained full range of motion, and the patients' recreational activity restrictions and personal care and social life limitations, all at 1 year following injury, as well as the timing of return to work and length of hospital stay. Responses were analyzed and combined with the results of a systematic literature review on the same injuries to define the expected outcomes. The literature review identified 38 appropriate studies that met the preset inclusion criteria. Published data were available for all injuries, but

The Effect of Interactivity on Decision Confidence and Outcome Expectations in Computer Supported Task Environment

ERIC Educational Resources Information Center

Lee, Kiljae

2013-01-01

While interactivity is regarded as a distinguishing characteristic of computer technology, the explanation on its impact remains in its infancy. The present research investigates what it means to provide a more (or less) interactive computer interface design by attempting to uncover its cognitive influences on the user's expectation of outcome and…

Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

NASA Astrophysics Data System (ADS)

Uzoff, Phuong Pham

The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

Development of a measure of hypodontia patients' expectations of the process and outcome of combined orthodontic and restorative treatment.

PubMed

Gassem, Afnan Ben; Foxton, Richard; Bister, Dirk; Newton, Tim

2016-12-01

To devise and assess the psychometric properties of a measure that investigates hypodontia patients' expectations of the process and outcome of combined orthodontic/restorative treatment. Specialised secondary care facility for individuals with hypodontia. Mixed research design with three phases: (a) Thematic analysis of data from individual interviews with 25 hypodontia patients/16 parents to generate the questionnaire items. (b) Questionnaire design, assessment of readability and face/content validity with 10 patients. (c) Survey of 32 new hypodontia patients to determine the internal consistency of the measure. Three main themes related to the treatment process emerged from the qualitative data: 'hypodontia clinic', 'orthodontic treatment' and 'restorative treatment'. Three main themes were also revealed relating to treatment outcome: 'changes in appearance', 'psychosocial changes' and 'functional changes'. A 28 item questionnaire was constructed using a mix of visual analogue scale (VAS) and categorical response format. The Flesch reading ease score of the measure was 78, equivalent to a reading age of 9-10 years. Face and content validity were good. The overall Cronbach's alpha was 0.80 while for the treatment process and treatment outcome subscales it was 0.71 and 0.88 respectively. A patient-based measure of the process and outcome of combined orthodontic/restorative treatment for hypodontia patients has been developed which has good face and construct validity and satisfactory internal consistency. Patient expectations of treatment are important in determining not only their satisfaction with treatment outcomes but also their engagement with the clinical process. This questionnaire is a first step in operationalising the expectations of hypodontia patients through assessment tools that can then determine whether pre-treatment counselling is required and aid the consent and treatment planning process, thus improving the quality of treatment provided by

Meeting Teacher Expectations in a DL Professional Development Programme--A Case Study for Sustained Applied Competence as Programme Outcome

ERIC Educational Resources Information Center

Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W.

2016-01-01

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…

Peer and cyber aggression in secondary school students: the role of moral disengagement, hostile attribution bias, and outcome expectancies.

PubMed

Pornari, Chrisa D; Wood, Jane

2010-01-01

This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty-nine secondary school children completed self-report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer-directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying. (c) 2009 Wiley-Liss, Inc.

Gender, Ethnicity, and their Intersectionality in the Prediction of Smoking Outcome Expectancies in Regular Cigarette Smokers

PubMed Central

Aguirre, Claudia G.; Bello, Mariel S.; Pang, Raina D.; Andrabi, Nafeesa; Hendricks, Peter S.; Bluthenthal, Ricky N.; Leventhal, Adam M.

2016-01-01

The current study utilized the intersectionality framework to explore whether smoking outcome expectancies (i.e., cognitions about the anticipated effects of smoking) were predicted by gender and ethnicity, and the gender-by-ethnicity interaction. In a cross-sectional design, daily smokers from the general community [32.2% women; Non-Hispanic African American (N=175), Non-Hispanic White (N=109), or Hispanic (N=26)] completed self-report measures on smoking expectancies and other co-factors. Results showed that women reported greater negative reinforcement (i.e., anticipated smoking-induced negative affect reduction) and weight control (i.e., anticipated smoking-induced appetite/weight suppression) expectancies than men. Hispanic (vs. African American or White) smokers endorsed greater negative reinforcement expectancies. A gender by ethnicity interaction was found for weight control expectancies, such that White women reported greater weight control expectancies than White men, but no gender differences among African American and Hispanic smokers were found. Ethnicity, gender, and their intersectionality should be considered in smoking cessation programs to target smoking-related cognitions. PMID:26438665

Gender, Ethnicity, and Their Intersectionality in the Prediction of Smoking Outcome Expectancies in Regular Cigarette Smokers.

PubMed

Aguirre, Claudia G; Bello, Mariel S; Andrabi, Nafeesa; Pang, Raina D; Hendricks, Peter S; Bluthenthal, Ricky N; Leventhal, Adam M

2016-01-01

The current study utilized the intersectionality framework to explore whether smoking outcome expectancies (i.e., cognitions about the anticipated effects of smoking) were predicted by gender and ethnicity, and the gender-by-ethnicity interaction. In a cross-sectional design, daily smokers from the general community (32.2% women; non-Hispanic African American [n = 175], non-Hispanic White [n = 109], or Hispanic [n = 26]) completed self-report measures on smoking expectancies and other co-factors. Results showed that women reported greater negative reinforcement (i.e., anticipated smoking-induced negative affect reduction) and weight control (i.e., anticipated smoking-induced appetite/weight suppression) expectancies than men. Hispanic (vs. African American or White) smokers endorsed greater negative reinforcement expectancies. A gender-by-ethnicity interaction was found for weight control expectancies, such that White women reported greater weight control expectancies than White men, but no gender differences among African American and Hispanic smokers were found. These findings suggest that gender, ethnicity, and their intersectionality should be considered in research on cognitive mechanisms that may contribute to tobacco-related health disparities. © The Author(s) 2015.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

PubMed

Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

PubMed Central

Whipp, Peter R.; Jackson, Ben; Dimmock, James A.; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE. PMID:25741309

Student Outcomes Associated with Use of Asynchronous Online Discussion Forums in Gross Anatomy Teaching

ERIC Educational Resources Information Center

Green, Rodney A.; Hughes, Diane L.

2013-01-01

Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are…

Piloting an outcome-based programme evaluation tool in undergraduate medical education.

PubMed

Raupach, Tobias; Schiekirka, Sarah; Münscher, Christian; Beißbarth, Tim; Himmel, Wolfgang; Burckhardt, Gerhard; Pukrop, Tobias

2012-01-01

Different approaches to performance-oriented allocation of resources according to teaching quality are currently being discussed within German medical schools. The implementation of these programmes is impeded by a lack of valid criteria to measure teaching quality. An assessment of teaching quality should include structural and procedural aspects but focus on learning outcome itself. The aim of this study was to implement a novel, outcome-based evaluation tool within the clinical phase of a medical curriculum and address differences between the novel tool and traditional evaluation methods. Student self-assessments before and after completion of a teaching module were used to compute performance gains for specific learning objectives. Mean performance gains in each module were compared to student expectations before the module and data derived from a traditional evaluation tool using overall course ratings at the end of the module. A ranking of the 21 modules according to computed performance gains yielded entirely different results than module rankings based on overall course ratings. There was no significant correlation between performance gain and overall ratings. However, the latter were significantly correlated to student expectations before entering the module as well as structural and procedural parameters (Pearson's r 0.7-0.9). Performance gain computed from comparative self-assessments adds an important new dimension to course evaluation in medical education. In contrast to overall course ratings, the novel tool is less heavily confounded by construct-irrelevant factors. Thus, it appears to be more appropriate than overall course ratings in determining teaching quality and developing algorithms to guide performance-oriented resource allocation in medical education.

The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

PubMed

Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

2012-02-01

Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed. Copyright © 2011 Elsevier B.V. All rights reserved.

Positive expectancies mediate the association between sensation seeking and marijuana outcomes in at-risk young adults: A test of the acquired preparedness model.

PubMed

Curry, Inga; Trim, Ryan S; Brown, Sandra A; Hopfer, Christian J; Stallings, Michael C; Wall, Tamara L

2018-06-06

The acquired preparedness model (APM) integrates personality trait research and psychosocial learning, which are theorized to ultimately increase risk for problematic substance use outcomes. The present study uses the APM to examine the potential mediational role of positive and negative expectancies on the relationship between impulsivity and two marijuana outcomes (ie, frequency of use and marijuana use disorder [MUD] symptom count) among an at-risk sample of young adults with history of antisocial behavior and substance use in adolescence and their siblings (n = 312). Results suggest a significant indirect effect of sensation seeking on recent marijuana use through positive marijuana expectancies. There also was a significant indirect effect of sensation seeking on past-year MUD symptoms through positive expectancies. No significant indirect effects through negative expectancies were found for either outcome. Our findings are consistent with the APM and suggest that higher sensation seeking is related to increased positive beliefs about marijuana outcomes, which is related to higher marijuana use and more MUD symptoms. These findings suggest that positive expectancies are an important risk factor for marijuana use and misuse, particularly for at-risk individuals with elevated rates of sensation seeking. Positive marijuana expectancies may be important to address in interventions for at-risk individuals. (Am J Addict 2018;XX:1-6). © 2018 American Academy of Addiction Psychiatry.

Assessing the Teaching and Student Learning Outcomes of the Katz/Henry Faculty Development Model.

ERIC Educational Resources Information Center

Finkelstein, Martin

The impact of the Katz/Henry Faculty Development Model on teaching behaviors and student learning outcomes was assessed with 24 faculty members at 4 institutions in New Jersey. This model, known as "Partners in Learning" involved: faculty pairs who observe one another's class, partner meetings to discuss shared experience in the…

Expectancy Theory Modeling

DTIC Science & Technology

1982-08-01

accomplish the task, (2) the instrumentality of task performance for job outcomes, and (3) the instrumentality of outcomes for need satisfaction . We...in this discussion: effort, performance , outcomes, and needs. In order to present briefly the conventional approach to the Vroom models, another...Presumably, this is the final event in the sequence of effort, performance , outcome, and need satisfaction . The actual research reported in expectancy

An Investigation of First-Year Students' and Lecturers' Expectations of University Education

PubMed Central

Hassel, Stefanie; Ridout, Nathan

2018-01-01

Transition from school to university can cause concern for many students. One issue is the gap between students' prior expectations and the realities of university life, which can cause significant distress, poor academic performance and increased drop-out rates if not managed effectively. Research has shown several similarities in the expectations of staff and students in regards to which factors determine academic success, but there is also evidence of dissonance. For example, staff consider independent study and critical evaluation as key factors, whereas students view feedback on drafts of work and support from staff as being most important. The aim of the current study was to determine what expectations students hold when starting university education, and what expectations university lecturers have of students entering university. Lecturers (n = 20) and first year students (n = 77) completed a series of questionnaires concerning their expectations of learning in HE (staff and students) and their approach to teaching (staff). Results revealed that students have largely realistic expectations of university. For example, the majority expected to be in charge of their own study. Some unrealistic expectations were also evident, e.g., most expected that teaching would be the same at university as it had been at school. The expectation that lecturers would provide detailed notes varied as a function of student age. Lecturers reported modifying their expectations of students and adapting their teaching approach according to year of study. Information-transmission/teacher-focused style was more common when teaching 1st year students; a more concept-changing/student-focused approach tended to be used when teaching 2nd year students (and above). Lecturer's expectations of student engagement did not differ according to year. Less experienced lecturers reported more negative expectations of student engagement than did experienced lecturers. In line with previous work, we

Therapy was not what I expected: a preliminary qualitative analysis of concordance between client expectations and experience of cognitive-behavioural therapy.

PubMed

Westra, Henny Alice; Aviram, Adi; Barnes, Marissa; Angus, Lynne

2010-07-01

Expectancy violations have generally been neglected in psychotherapy research but may have important implications for therapy process and outcome. A qualitative approach was used to examine discrepancies between actual experience and expectations in client posttreatment accounts of cognitive-behavioural therapy. Nine good- and nine poor-outcome cases were included. Good-outcome clients frequently reported disconfirmation of process expectations, including surprise that therapy was collaborative, that they had the freedom to direct therapy, and that they were comfortable and could trust the process. Poor-outcome clients generally failed to report such experiences. Good-outcome clients also reported gaining more from treatment than expected, whereas poor-outcome clients reported being disappointed. These findings suggest an important role for expectancy disconfirmation in therapy.

Compensation Criteria in Higher Education in Israel and Elsewhere: Evaluation of Research and Teaching Outcomes

ERIC Educational Resources Information Center

Davidovitch, Nitza; Sinuany-Stern, Zilla

2014-01-01

Teachers in academia are usually not required to have teacher training but must often be evaluated by their students who expect them to have much better teaching qualifications than their high school teachers. However, teachers in elementary and high schools are required to go through several years of teacher training, resulting in a teaching…

Using Daily Horoscopes To Demonstrate Expectancy Confirmation.

ERIC Educational Resources Information Center

Munro, Geoffrey D.; Munro, James E.

2000-01-01

Describes a classroom demonstration that uses daily horoscopes to show the effect that expectation can have on judgment. Addresses the preparation, procedure, and results of the demonstration, and student evaluations. States that the demonstration appears to be effective for teaching students about expectancy confirmation. (CMK)

Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations among African American Adolescents

ERIC Educational Resources Information Center

Alliman-Brissett, Annette E.; Turner, Sherri L.

2010-01-01

Using an extended model of social cognitive career theory, this study investigated ways in which African American middle school adolescents perceive racism and the associations among various aspects of perceptions of racism, other background factors, and math-based career interests, efficacy, and outcome expectations. Results indicated that…

An Analysis of Mathematics Education Students' Skills in the Process of Programming and Their Practices of Integrating It into Their Teaching

ERIC Educational Resources Information Center

Gökçe, Semirhan; Yenmez, Arzu Aydogan; Özpinar, Ilknur

2017-01-01

Recent developments in technology have changed the learner's profile and the learning outcomes. Today, with the emergence of higher-order thinking skills and computer literacy skills, teaching through traditional methods is likely to fail to achieve the learning outcomes. That is why; teachers and teacher candidates are expected to have computer…

Impact of Health Literacy, Self-efficacy, and Outcome Expectations on Adherence to Self-care Behaviors in Iranians with Type 2 Diabetes

PubMed Central

Reisi, Mahnoush; Mostafavi, Firoozeh; Javadzade, Homamodin; Mahaki, Behzad; Tavassoli, Elahe; Sharifirad, Gholamreza

2016-01-01

Objectives Diabetic patients with higher health literacy (HL) may feel more confident in their ability to perform self-care behaviors and may have strong beliefs that diabetes-related behaviors will lead to specific outcomes. Our study aimed to document the relationships between HL, self-efficacy, outcome expectations, and diabetes self-care of patients with type 2 diabetes mellitus (T2DM) in Iran. Methods We conducted a cross-sectional observational study of 187 patients with T2DM. Participants completed the Functional Communicative and Critical Health Literacy scale, the Summary of Diabetes Self-Care Activities, the Diabetes Management Self-Efficacy Scale, Outcome Expectations Questionnaire, and a demographic questionnaire. Results Participants who received diabetes education (t = 5.79, p<0.001) and were married (F = 3.04, p<0.050) had better diabetes self-care behavior. There was a significant positive correlation between self-care behaviors and communicative HL (r = 0.455, p<0.010), critical HL (r = 0.297, p<0.010), self-efficacy (r = 0.512, p<0.010) and outcome expectations (r = 0.387, p<0.010). Diabetes education and marital status accounted for 16.9% of the variance in diabetes self-care. Self-efficacy, outcome expectations, communicative, and critical HL explained 28.0%, 1.5%, 3.7%, and 1.4% of the variance, respectively. Conclusions This study revealed that the potential impact of self-efficacy, outcome expectations, communicative, and critical HL should be considered in the education program for patients with diabetes. We found self-efficacy to be the most important predictor of diabetes self-care. Therefore, the use of self-efficacy theory when designing patient education interventions could enhance diabetes self-care. It is essential that health care providers assess patient’s HL levels to tailor health-related information specific to a domain of HL. This would fully inform patients and promote empowerment rather than simple compliance. PMID:26813680

Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study

ERIC Educational Resources Information Center

Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.; Shanahan, Marie-Claire

2010-01-01

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

Traces of Teaching Methods in a Language Class and the Relationship between Teachers' Intended Learning Outcomes and Students' Uptake

ERIC Educational Resources Information Center

Mahmoudabadi, Zahra

2017-01-01

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures…

The impact of hospital volume, residency, and fellowship training on perioperative outcomes after radical prostatectomy.

PubMed

Trinh, Quoc-Dien; Sun, Maxine; Kim, Simon P; Sammon, Jesse; Kowalczyk, Keith J; Friedman, Ariella A; Sukumar, Shyam; Ravi, Praful; Muhletaler, Fred; Agarwal, Piyush K; Shariat, Shahrokh F; Hu, Jim C; Menon, Mani; Karakiewicz, Pierre I

2014-01-01

Although high-volume hospitals have been associated with improved outcomes for radical prostatectomy (RP), the association of residency or fellowship teaching institutions or both and this volume-outcome relationship remains poorly described. We examine the effect of teaching status and hospital volume on perioperative RP outcomes. Within the Nationwide Inpatient Sample, we focused on RPs performed between 2003 and 2007. We tested the rates of prolonged length of stay beyond the median of 3 days, in-hospital mortality, and intraoperative and postoperative complications, stratified according to teaching status. Multivariable logistic regression analyses further adjusted for confounding factors. Overall, 47,100 eligible RPs were identified. Of these, 19,193 cases were performed at non-teaching institutions, 24,006 at residency teaching institutions, and 3,901 at fellowship teaching institutions. Relative to patients treated at non-teaching institutions, patients treated at fellowship teaching institutions were healthier and more likely to hold private insurance. In multivariable analyses, patients treated at residency (OR = 0.92, P = 0.015) and fellowship (OR = 0.82, P = 0.011) teaching institutions were less likely to experience a postoperative complication than patients treated at non-teaching institutions. Patients treated at residency (OR = 0.73, P<0.001) and fellowship (OR = 0.91, P = 0.045) teaching institutions were less likely to experience a prolonged length of stay. More favorable postoperative complication profile and shorter length of stay should be expected at residency and fellowship teaching institutions following RP. Moreover, postoperative complication rates were lower at fellowship teaching than at residency teaching institutions, despite adjustment for potential confounders. Copyright © 2014 Elsevier Inc. All rights reserved.

Reliability and Validity of the Self-Efficacy for Exercise in Epilepsy and the Outcome Expectations for Exercise in Epilepsy Scales.

PubMed

Dustin, Irene; Resnick, Barbara; Galik, Elizabeth; Klinedinst, N Jennifer; Michael, Kathleen; Wiggs, Edythe

2017-04-01

The purpose of this study was to test the psychometric properties of the revised Self-Efficacy for Exercise With Epilepsy (SEE-E) and Outcome Expectations for Exercise with Epilepsy (OEE-E) when used with people with epilepsy. The SEE-E and OEE-E were given in face-to-face interviews to 26 persons with epilepsy in an epilepsy clinic. There was some evidence of validity based on Rasch analysis INFIT and OUTFIT statistics. There was some evidence of reliability for the SEE-E and OEE-E based on person and item separation reliability indexes. These measures can be used to identify persons with epilepsy who have low self-efficacy and outcome expectations for exercise and guide design of interventions to strengthen these expectations and thereby improve exercise behavior.

Treatment expectations for cognitive-behavioral therapy and light therapy for seasonal affective disorder: Change across treatment and relation to outcome.

PubMed

Meyerhoff, Jonah; Rohan, Kelly J

2016-10-01

To examine the dynamic relationship between treatment expectations and treatment outcome over the course of a clinical trial for winter seasonal affective disorder (SAD). Currently depressed adults with Major Depression, Recurrent with Seasonal Pattern (N = 177) were randomized to 6 weeks of group-delivered cognitive-behavioral therapy for SAD (CBT-SAD) or light therapy (LT). The majority were female (83.6%) and white (92.1%), with a mean age of 45.6 years. Treatment expectations for CBT-SAD and LT were assessed using a modification of the Treatment Expectancy and Credibility Survey (Borkovec & Nau, 1972). Depression severity was assessed using the Beck Depression Inventory-Second Edition (Beck, Steer, & Brown, 1996). All measures were administered at pretreatment, midtreatment, and posttreatment. As treatment progressed, expectations for the treatment received increased across time steeply in CBT-SAD patients and moderately in LT patients. Collapsing across time, patients with higher treatment expectations had lower depression severity than those with lower treatment expectations. In a cross-lagged panel path analysis, there was a significant effect of treatment expectations at midtreatment on depression severity at posttreatment among CBT-SAD patients. Treatment expectations changed across treatment, affected outcome, and should be assessed and monitored repeatedly throughout treatment. Findings suggest that treatment expectations at midtreatment are a mechanism by which CBT-SAD reduces depression, which should be replicated in SAD samples and examined for generalizability to nonseasonal depression. These findings underscore the importance of further research examining treatment expectations in mediating CBT's effects in depression and other types of psychopathology. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A Qualitative Assessment of the Learning Outcomes of Teaching Introductory American Politics in Comparative Perspective

ERIC Educational Resources Information Center

Gelbman, Shamira M.

2011-01-01

This article discusses the findings of an ethnographic content analysis of students' written reflections as a means for assessing the learning outcomes of teaching introductory American politics in comparative perspective. It focuses especially on determining whether and how this approach enhanced students' understanding and retention of knowledge…

Linking Affective Commitment, Career Self-Efficacy, and Outcome Expectations: A Test of Social Cognitive Career Theory

ERIC Educational Resources Information Center

Conklin, Amanda M.; Dahling, Jason J.; Garcia, Pablo A.

2013-01-01

The authors tested a model based on the satisfaction model of social cognitive career theory (SCCT) that links college students' affective commitment to their major (the emotional identification that students feel toward their area of study) with career decision self-efficacy (CDSE) and career outcome expectations. Results indicate that CDSE…

Consumerism and consumer complexity: implications for university teaching and teaching evaluation.

PubMed

Hall, Wendy A

2013-07-01

A contemporary issue is the effects of a corporate production metaphor and consumerism on university education. Efforts by universities to attract students and teaching strategies aimed at 'adult learners' tend to treat student consumers as a homogeneous group with similar expectations. In this paper, I argue that consumer groups are not uniform. I use Dagevos' theoretical approach to categorize consumers as calculating, traditional, unique, and responsible. Based on the characteristics of consumers occupying these categories, I describe the implications of the varying consumer expectations for teaching. I also consider the implications for evaluation of teaching and call for research taking consumer types into account when evaluating teaching. Copyright © 2013 Elsevier Ltd. All rights reserved.

[Generation Y healthcare students’ expectations: hard skills but also soft skills.

PubMed

Engels, Cynthia

2017-12-01

Generation Y’s (born between 1981 and 1999) educational approach in healthcare studies raises questions about their expectations and which teaching methods to use with this generation. The study involved third year students of occupational therapy. One hundred and twelve students were consulted in September 2012 and September 2013 about their expectations regarding the courses and the teaching methods which were offered. Results allowed to highlight firstly the importance of the usefulness of the course and secondly expectations regarding the teachers’ soft skills. If the link between soft skills and success was pointed out in many studies, only a few studies focus on the teachers’ own soft skills development in order to respond to students’ expectations in higher education. This is the topic of this article, which main interest could be the means to develop teaching methods adapted to this students’ generation.

The contribution of general practice to medical education: expectations and fulfillment.

PubMed

Lloyd, M H; Rosenthal, J J

1992-11-01

The aim of this study was to discover what students expected to learn during their fourth-year general practice attachment, to compare this with their GP tutors' expectations and to determine the extent to which the students' expectations were fulfilled. Questionnaires were used to gather this information; students completed them on the first and last days of the 4-week attachment and tutors shortly after the attachment. Students and their tutors had the highest expectations of the course in helping to raise awareness of the psychological and social aspects of ill health and develop clinical decision-making and management skills. At the end of the course students thought that they had gained most in these areas. Both students and tutors had lower expectations of the course helping to develop physical examination and practical skills and to improve knowledge in certain clinical areas. These were also rated lowest in terms of fulfillment. This study was carried out at a time when it is being suggested that more undergraduate teaching should take place in general practice and that this could include the teaching of practical skills and clinical subjects traditionally associated with hospital-based teaching. The results suggest that the expectations of students and GP tutors would need to be modified, as well as extra resources provided, if there is to be a shift in teaching towards the community.

Using Social Media Applications for Educational Outcomes in College Teaching: A Structural Equation Analysis

ERIC Educational Resources Information Center

Cao, Yingxia; Ajjan, Haya; Hong, Paul

2013-01-01

As more and more faculty members jump on the wagon of social media, an increasing number of publications began to investigate the adoption of social media applications and its motivators in and out of the classrooms. However, little research has paid close attention to the educational outcomes of social media utilization in college teaching. Thus,…

Teachers' Teaching Experience and Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria

ERIC Educational Resources Information Center

Adeyemi, T. O.

2008-01-01

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools in the State. This population was made up of 147 rural schools and 110 urban schools. It was also made up of 12 single sex…

Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience.

PubMed

Huang, Chung-I; Wung, Cathy; Yang, Che-Ming

2009-12-15

The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and subsequent revision. Our new teaching hospital accreditation standards have six categories and 95 standards as follows: educational resources (20 items), teaching and training plans and outcomes (42 items), research and results (9 items), development of clinical faculty and continuing education (8 items), academic exchanges and community education (8 items), and administration (8 items). The new standards have proven feasible and posed reasonable challenges in the pilot study. We hope the new standards will strengthen teaching and research, and improve the quality of hospital services at the same time.

Evaluating expected outcomes of acid remediation in an intensively mined Appalachian watershed.

PubMed

Watson, Andrew S; Merovich, George T; Petty, J Todd; Gutta, J Brady

2017-07-01

Assessments of watershed-based restoration efforts are rare but are essential for the science of stream restoration to advance. We conducted a watershed scale assessment of Abram Creek before and after implementation of a watershed-based plan designed to maximize ecological recovery from acid mine drainage (AMD) impairment. We surveyed water chemistry, physical habitat, benthic macroinvertebrates, and fish community structure in three stream types: AMD-impacted (14 streams), AMD-treated (13 streams), and unimpaired reference (4 streams). We used in-stream measurements to quantify ecological loss from AMD, the amount of ecological recovery expected through remediation, and the observed degree of post-treatment recovery. Sites impaired by AMD improved in water quality with AMD treatment. Dissolved metals and acidity declined significantly in treated streams, but sulfate and specific conductance did not. Likewise, sites impaired by AMD improved in bio-condition scores with AMD treatment. EPT genera increased significantly but were lower compared to unimpaired streams. We found fish at nine treated sites that had none before treatment. Community-level analyses indicated improved but altered assemblages with AMD treatment. Analysis of pre-treatment conditions indicated that only 30% of the historic fishery remained. Remediation was expected to recover 66% of the historic fishery value, and assessment of post-treatment conditions indicates that 52% of the historic fishery has been recovered after 3 years. Developing expected endpoints for restoration outcomes provides a tool to objectively evaluate successes and can guide adaptive management strategies.

Measuring Proactive and Reactive Criminal Thinking with the Picts: Correlations with Outcome Expectancies and Hostile Attribution Biases

ERIC Educational Resources Information Center

Walters, Glenn D.

2007-01-01

Research studies have determined that proactive or instrumental aggression correlates with positive outcome expectancies for violence, whereas reactive aggression correlates with hostile attribution biases. It was hypothesized that the Problem Avoidance factor scale of the Psychological Inventory of Criminal Thinking Styles (PICTS) would serve as…

Parents' self-efficacy, outcome expectations, and self-reported task performance when managing atopic dermatitis in children: instrument reliability and validity.

PubMed

Mitchell, Amy E; Fraser, Jennifer A

2011-02-01

Support and education for parents faced with managing a child with atopic dermatitis is crucial to the success of current treatments. Interventions aiming to improve parent management of this condition are promising. Unfortunately, evaluation is hampered by lack of precise research tools to measure change. To develop a suite of valid and reliable research instruments to appraise parents' self-efficacy for performing atopic dermatitis management tasks; outcome expectations of performing management tasks; and self-reported task performance in a community sample of parents of children with atopic dermatitis. The Parents' Eczema Management Scale (PEMS) and the Parents' Outcome Expectations of Eczema Management Scale (POEEMS) were developed from an existing self-efficacy scale, the Parental Self-Efficacy with Eczema Care Index (PASECI). Each scale was presented in a single self-administered questionnaire, to measure self-efficacy, outcome expectations, and self-reported task performance related to managing child atopic dermatitis. Each was tested with a community sample of parents of children with atopic dermatitis, and psychometric evaluation of the scales' reliability and validity was conducted. A community-based convenience sample of 120 parents of children with atopic dermatitis completed the self-administered questionnaire. Participants were recruited through schools across Australia. Satisfactory internal consistency and test-retest reliability was demonstrated for all three scales. Construct validity was satisfactory, with positive relationships between self-efficacy for managing atopic dermatitis and general perceived self-efficacy; self-efficacy for managing atopic dermatitis and self-reported task performance; and self-efficacy for managing atopic dermatitis and outcome expectations. Factor analyses revealed two-factor structures for PEMS and PASECI alike, with both scales containing factors related to performing routine management tasks, and managing the

Understanding Long-Term Outcomes and Patient Expectations Among Adolescents with Neonatal Brachial Plexus Palsy: A Qualitative and Quantitative Study

PubMed Central

Squitieri, Lee; Larson, Bradley P.; Chang, Kate W-C.; Yang, Lynda J-S.; Chung, Kevin C.

2014-01-01

Purpose Quality of life (QOL) among adolescents with neonatal brachial plexus palsy (NBPP) is an important but unexplored topic. To date, few NBPP studies use comprehensive patient-reported outcome measures, and none specifically address the adolescent population. This study explores the long-term QOL and patient expectations among adolescents with NBPP using qualitative and quantitative approaches. Methods Eighteen adolescents with residual NBPP impairment between the ages of 10 to 17 years along with their parents were included in our study. Adolescents and their parents underwent separate one hour tape-recorded semi-structured interviews, which were audio recorded and transcribed. We also collected quantitative patient outcome measures to quantify the degree of each adolescent’s functional impairment and to increase our understanding of long-term quality of life and patient expectations. Results Thirteen females and five males with a mean age of 11.6 years participated in our study. Through qualitative analysis we identified the following factors contributing to overall QOL from the patient and parent perspective: social impact and peer acceptance, emotional adjustment, aesthetic concerns and body image, functional limitations, physical and occupational therapy, finances, pain, and family dynamics. Despite residual impairment, most adolescents and their parents reported a good overall QOL according to quantitative outcome measures, with adolescents reporting slightly higher QOL than their parents. However, both adolescents and their parents report relatively modest satisfaction with their current condition and express expectations for improvement in multiple areas. Discussion Understanding patient expectations and QOL in NBPP adolescents are essential for medical decision-making and advancing care. Our study results showed that functional and aesthetic factors were responsible for the majority of observed differences in QOL among NBPP adolescents. We also

Nutrition knowledge, outcome expectations, self-efficacy, and eating behaviors by calcium intake level in Korean female college students.

PubMed

Kim, Min Ju; Kim, Kyung Won

2015-10-01

Calcium is important but deficient in diets of young adult women. This study aimed to examine if cognitive factors and eating behaviors differ according to calcium intake based on the Social Cognitive Theory. Subjects were female college students in Seoul, Korea. Three hundred students completed the questionnaire regarding calcium intake, nutrition knowledge, outcome expectations, self-efficacy and eating behaviors. Data on 240 students were analyzed using t-test or χ(2)-test. Subjects were categorized into two groups, high calcium intake (HC, ≥ 650 mg/day) and low calcium intake (LC, < 650 mg/day), according to recommended intakes of calcium for women aged 19-29 years. The LC group constituted 77.9% of total subjects. Nutrition knowledge was not different according to calcium intake. Three out of 12 outcome expectations items were significantly different between the HC and LC groups. Subjects in the HC group agreed more strongly with the practical benefits of consuming calcium-rich foods, including 'taste' (P < 0.01) and 'going well with other snacks' (P < 0.05), compared to those in the LC group. Negative expectations of 'indigestion' were stronger in the LC group than HC group (P < 0.001). Among self-efficacy items, perceived ability of 'eating dairy foods for snacks' (P < 0.001), 'eating dairy foods every day' (P < 0.01), and 'eating calcium-rich side dishes at meals' (P < 0.05) differed significantly between the HC and LC groups. Eating behaviors including more frequent consumption of dairy foods, fruits or fruit juice (P < 0.001), anchovy, seaweeds, green vegetables, protein-rich foods (P < 0.05), and less frequent consumption of sweets or soft drinks (P < 0.01) were significantly related to calcium intake. This study found that outcome expectations, self-efficacy in consuming calcium-rich foods, and eating behaviors are important in explaining calcium intake. Nutrition education needs to address practical benefits, reduce negative expectations of calcium

Positive outcome expectancy mediates the relationship between social influence and Internet addiction among senior high-school students.

PubMed

Lin, Min-Pei; Wu, Jo Yung-Wei; Chen, Chao-Jui; You, Jianing

2018-06-28

Background and aims Based on the foundations of Bandura's social cognitive theory and theory of triadic influence (TTI) theoretical framework, this study was designed to examine the mediating role of positive outcome expectancy of Internet use in the relationship between social influence and Internet addiction (IA) in a large representative sample of senior high-school students in Taiwan. Methods Using a cross-sectional design, 1,922 participants were recruited from senior high schools throughout Taiwan using both stratified and cluster sampling, and a comprehensive survey was administered. Results Structural equation modeling and bootstrap analyses results showed that IA severity was significantly and positively predicted by social influence, and fully mediated through positive outcome expectancy of Internet use. Discussion and conclusions The results not only support Bandura's social cognitive theory and TTI framework, but can also serve as a reference to help educational agencies and mental health organizations design programs and create policies that will help in the prevention of IA among adolescents.

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.).

PubMed

Rees, Eliot L; Quinn, Patrick J; Davies, Benjamin; Fotheringham, Victoria

2016-08-01

In undergraduate medical education, peer-teaching has become an established and common method to enhance student learning. Evidence suggests that peer-teaching provides learning benefits for both learners and tutors. We aimed to describe the outcomes for medical students taught by peers through systematic review and meta-analysis of existing literature. Seven databases were searched through 21 terms and their Boolean combinations. Studies reporting knowledge or skills outcomes of students taught by peers compared to those taught by faculty or qualified clinicians were included. Extracted data on students' knowledge and skills outcomes were synthesised through a random effects model meta-analysis. The search yielded 2292 studies. Five hundred and fifty-three duplicates and 1611 irrelevant articles were removed during title-screening. The abstracts of 128 papers were screened against the inclusion and exclusion criteria. Ten studies have been included in the review. Meta-analyses showed no significant difference in peer-teaching compared to faculty teaching for knowledge or skills outcomes, standardised mean differences were 0.07 (95% CI: -0.07, 0.21) and 0.11 (95% CI: -0.07, 1.29), respectively. Students taught by peers do not have significantly different outcomes to those taught by faculty. As the process of teaching helps to develop both tutor knowledge and teaching skills, peer-teaching should be supported.

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

NASA Astrophysics Data System (ADS)

Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

Teaching Excellence Framework (TEF): Re-Examining Its Logic and Considering Possible Systemic and Institutional Outcomes

ERIC Educational Resources Information Center

Rudd, Tim

2017-01-01

This paper offers conceptual and theoretical insights relating to the Teaching Excellence Framework (TEF), highlighting a range of potential systemic and institutional outcomes and issues. The paper is organised around three key areas of discussion that are often under-explored in debates. Firstly, after considering the TEF in the wider context of…

The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

NASA Astrophysics Data System (ADS)

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-09-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological-pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

Values and depressive symptoms in American Indian youth of the Northern Plains: examining the potential moderating roles of outcome expectancies and perceived community values.

PubMed

Mousseau, Alicia C; Scott, Walter D; Estes, David

2014-03-01

Very little is known about processes contributing to depressive experiences in American Indian youth. We explored the relationship between value priorities and depressive symptoms among 183 (65% female) American Indian youth in grades 9-12. In addition, two potential moderators of this relationship were examined: value outcome expectations (i.e., whether one expects that values will be realized or not) and perceived community values. We found that American Indian youth who endorsed higher levels of tradition/benevolence values reported fewer depressive symptoms. However, the relationship between endorsing power/materialism values and depressive symptoms depended on the extent to which youth perceived their communities as valuing power/materialism. Finally, value outcome expectancies appeared to relate more strongly to depressive symptoms than did value priorities. Overall, these findings support tribal community efforts to impart tradition/benevolence values to American Indian youth but also emphasize the importance of attending to value outcome expectations and the perceived values of the community in understanding American Indian youth's depressive experiences.

Maternal and perinatal outcomes during expectant management of 239 severe preeclamptic women between 24 and 33 weeks' gestation.

PubMed

Haddad, Bassam; Deis, Stéphanie; Goffinet, François; Paniel, Bernard J; Cabrol, Dominique; Siba, Baha M

2004-06-01

This study was undertaken to determine maternal and perinatal outcomes after expectant management of severe preeclampsia between 24 and 33 weeks' gestation. A prospective observational study of 239 women with severe preeclamptic and undelivered after antenatal steroid prophylaxis was performed. Pregnancy prolongation and maternal and perinatal morbidities were analyzed according to the gestational age at time of expectant management: 24 to 28, 29 to 31, and 32 to 33 weeks. Statistical analysis was performed by Student t test and chi(2) test. The days of pregnancy prolongation were significantly higher among those managed at less than 29 weeks (6) compared with the other groups (4). There were 13 perinatal deaths: 12 in those managed at less than 29 weeks and 1 in those managed at 29 to 31 weeks. Neonatal morbidities were significantly higher among those managed at less than 29 weeks compared with the other groups. There were no instances of maternal death or eclampsia. Maternal morbidities were similar among the groups. Expectant management of severe preeclampsia at 24 to 33 weeks in a tertiary care center is associated with good perinatal outcome with a minimal risk for the mother.

A review of expectancy theory and alcohol consumption.

PubMed

Jones, B T; Corbin, W; Fromme, K

2001-01-01

Research is reviewed on the association between alcohol outcome expectancies and consumption which has led many to argue that manipulating expectancies might be a route to manipulating consumption for problem prevention and treatment. Studies indirectly and directly evaluating this latter position are reviewed. Expectancies predicting treatment outcome: two studies have shown that the more positive expectancies held at treatment, the poorer is treatment outcome, but five other studies have failed to find this. Three related studies have shown that the more negative expectancies held at treatment, the better the treatment outcome. This evaluation provides evidence inconsistent with the main position for positive expectancy and limited support for negative. Expectancy manipulations and ad libitum consumption: three studies in the laboratory have shown that increasing positive expectancies through word priming increases subsequent consumption and two studies have shown that increasing negative expectancies decreases it. A single study in the field showed a similar relationship. This evaluation provides evidence consistent with the main position but is limited by measuring consumption changes over only 1-2 hours. Prevention programmes with expectancy components: seven projects are reviewed in which positive expectancies were targeted, but only two report an expectancy change analysis and in both cases the expectancy change did not relate to subsequent consumption. This evaluation provides evidence inconsistent with the main position. Expectancy challenge: two related studies are reviewed in which positive expectancy challenges reduce subsequent consumption but changes in expectancy were not evaluated as predictors of consumption change. Two studies are reviewed which found a reduction in positive expectancy following expectancy challenge but no reduction in consumption. One study is reviewed in which when negative expectancy was increased in treatment there was a

Brain Network Theory Can Predict Whether Neuropsychological Outcomes Will Differ from Clinical Expectations.

PubMed

Warren, David E; Denburg, Natalie L; Power, Jonathan D; Bruss, Joel; Waldron, Eric J; Sun, Haoxin; Petersen, Steve E; Tranel, Daniel

2017-02-01

Theories of brain-network organization based on neuroimaging data have burgeoned in recent years, but the predictive power of such theories for cognition and behavior has only rarely been examined. Here, predictions from clinical neuropsychologists about the cognitive profiles of patients with focal brain lesions were used to evaluate a brain-network theory (Warren et al., 2014). Neuropsychologists made predictions regarding the neuropsychological profiles of a neurological patient sample (N = 30) based on lesion location. The neuropsychologists then rated the congruence of their predictions with observed neuropsychological outcomes, in regard to the "severity" of neuropsychological deficits and the "focality" of neuropsychological deficits. Based on the network theory, two types of lesion locations were identified: "target" locations (putative hubs in a brain-wide network) and "control" locations (hypothesized to play limited roles in network function). We found that patients with lesions of target locations (N = 19) had deficits of greater than expected severity that were more widespread than expected, whereas patients with lesions of control locations (N = 11) showed milder, circumscribed deficits that were more congruent with expectations. The findings for the target brain locations suggest that prevailing views of brain-behavior relationships may be sharpened and refined by integrating recently proposed network-oriented perspectives. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Teacher Expectations and Student Literacy Engagement and Achievement

ERIC Educational Resources Information Center

Pantaleo, Sylvia

2016-01-01

Notwithstanding the complex and dynamic nature of teaching and learning in schools, over four decades of research findings have consistently revealed a correlation between teacher expectations and student achievement. Focusing on teacher expectations for the narrative structures created by young children, this article features a discussion of data…

Outcomes assessment of dental hygiene clinical teaching workshops.

PubMed

Wallace, Juanita S; Infante, Taline D

2008-10-01

Faculty development courses related to acquiring clinical teaching skills in the health professions are limited. Consequently, the Department of Dental Hygiene at the University of Texas Health Science Center at San Antonio conducted a series of clinical teaching workshops to address clinical teaching methodology. The goal of these workshops was to promote a problem-solving learning atmosphere for dental hygiene faculty to acquire and share sound clinical teaching strategies. To determine the value of the annual workshops on clinical teaching and evaluation, a web-based qualitative program assessment was developed using software by Survey Tracker. Four open-ended questions were designed to elicit perceptions regarding what significant changes in teaching strategies were achieved, what barriers or challenges were encountered in making these changes, and what strategies were used to overcome the barriers. The assessment was sent to dental hygiene educators representing thirty-eight dental hygiene programs who had participated in two or more of these workshops. Twenty-eight programs provided collective responses to the questions, and the narrative data were analyzed, using a qualitative methodology. Responses revealed that programs had made productive changes to their clinical education curricula and the information gained from the workshops had a positive effect on clinical teaching.

Outcome of road traffic injuries received in the emergency room of a teaching hospital, Southeast Nigeria.

PubMed

Omoke, N I; Chukwu, C O O; Madubueze, C C; Oyakhiolme, O P

2012-01-01

Road traffic injuries (RTI) are a rapidly growing public health problem in developing countries. This study was aimed at assessing the early outcome of RTIs received in our hospital emergency room. Understanding this will help to achieve optimum injury outcome. A prospective study was conducted on all patients presenting with RTIs to the emergency room of the Ebonyi University Teaching Hospital, Abakaliki, from 1 March 2007 to 29 February 2008. Out of 363 patients: 72.45% were treated in the emergency unit and discharged; 12.7% left against medical advice; 10.9% were admitted to the ward; and 4.7% died. Self-discharge against medical advice was significantly related to the type of injury (78.3% had fracture/dislocation) and gender (P = 0.001). The patronage of traditional bone setters, because of cultural belief that they have supernatural ability to treat fractures, was the major reason given by those who left against medical advice. The morbidity and mortality rate was significantly related to the road type (P = 0.005 - a higher rate was observed for RTIs received on intercity roads than intracity ones) and the type of crash (P = 0.03 - more than half from head on collisions). Although the mortality rate was within the expected range, the preventable death rate was high, and the majority of deaths occurred within the 'golden hour' . Improvement in pre-hospital and emergency room care of patients with RTIs, as well as public awareness of the availability and efficacy of orthodox orthopaedic trauma care, are needed in the developing countries.

Alcohol expectancies and alcohol outcomes: effects of the use of protective behavioral strategies.

PubMed

Grazioli, Véronique S; Lewis, Melissa A; Garberson, Lisa A; Fossos-Wong, Nicole; Lee, Christine M; Larimer, Mary E

2015-05-01

Alcohol expectancies (AEs) are positively associated with drinking behaviors, whereas the use of protective behavioural strategies (PBS) is negatively related to alcohol outcomes among young adults. PBS have been shown to weaken relationships between some alcohol risk factors and alcohol outcomes. This study aimed to examine longitudinally the moderating effect of PBS on the relationships between AEs and alcohol outcomes among young adults. Participants (N = 188; 61.7% female) were U.S. young adults participating in a larger longitudinal study. Measures of PBS, AEs, alcohol use, and related consequences were used from the baseline and 12-month follow-up assessments. Negative binomial hurdle models found that PBS (total score) significantly moderated the relationship between positive AEs and consequences, such that among high school seniors endorsing higher positive AEs, those using more PBS in high school reported fewer negative consequences 1 year later. PBS (Manner of Drinking) also moderated the relationship between negative AEs and alcohol use, revealing the use of PBS in high school as having a protective function against later drinking among participants with high positive AEs. Last, PBS (Serious Harm Reduction) significantly moderated the associations between positive AEs and alcohol use and between negative AEs and consequences, such that participants with higher AEs and higher PBS use in high school were at greatest risk for drinking and experiencing negative consequences later. Overall, these findings suggest that PBS use may be protective by weakening relationships between positive AEs and alcohol outcomes. Limitations and future directions are discussed.

Maternofetal outcome of asymptomatic bacteriuria among pregnant women in a Nigerian Teaching Hospital.

PubMed

Izuchukwu, Kenneth Ebele; Oranu, Emmanuel Okwudili; Bassey, Goddy; Orazulike, Ngozi Clare

2017-01-01

Asymptomatic bacteriuria has been reported to be associated with adverse pregnancy outcome. This study sought to determine the prevalence and complications of asymptomatic bacteriuria amongst parturient in the University of Port Harcourt Teaching Hospital (UPTH). The study was a prospective cohort study involving 220 eligible antenatal attendees. Urine culture and sensitivity was conducted for each participant and the fetomaternal outcome between affected and unaffected women were compared and p value <0.05 was considered significant. Sixty-five of the participants had asymptomatic bacteriuria giving a prevalence of 29.5%. Twenty-three (35.4%) cultures yielded Klebsiella spp while Fifty-eight (89%) of the cultured organisms were sensitive to Nitrofurantoin. There was no statistical difference in the rate of prelabour rupture of membranes, preeclampsia, preterm delivery, birth asphyxia and low birth weight between affected and unaffected women. Contrary to widely held view, there was no significant increase in adverse pregnancy outcome amongst affected women.

Maternofetal outcome of asymptomatic bacteriuria among pregnant women in a Nigerian Teaching Hospital

PubMed Central

Izuchukwu, Kenneth Ebele; Oranu, Emmanuel Okwudili; Bassey, Goddy; Orazulike, Ngozi Clare

2017-01-01

Introduction Asymptomatic bacteriuria has been reported to be associated with adverse pregnancy outcome. This study sought to determine the prevalence and complications of asymptomatic bacteriuria amongst parturient in the University of Port Harcourt Teaching Hospital (UPTH). Methods The study was a prospective cohort study involving 220 eligible antenatal attendees. Urine culture and sensitivity was conducted for each participant and the fetomaternal outcome between affected and unaffected women were compared and p value <0.05 was considered significant. Results Sixty-five of the participants had asymptomatic bacteriuria giving a prevalence of 29.5%. Twenty-three (35.4%) cultures yielded Klebsiella spp while Fifty-eight (89%) of the cultured organisms were sensitive to Nitrofurantoin. There was no statistical difference in the rate of prelabour rupture of membranes, preeclampsia, preterm delivery, birth asphyxia and low birth weight between affected and unaffected women. Conclusion Contrary to widely held view, there was no significant increase in adverse pregnancy outcome amongst affected women. PMID:28819490

Treatment Expectations for Cognitive-Behavioral Therapy and Light Therapy for Seasonal Affective Disorder: Change Across Treatment and Relation to Outcome

PubMed Central

Meyerhoff, Jonah; Rohan, Kelly J.

2016-01-01

Objective To examine the dynamic relationship between treatment expectations and treatment outcome over the course of a clinical trial for winter seasonal affective disorder (SAD). Method Currently depressed adults with Major Depression, Recurrent with Seasonal Pattern (N = 177) were randomized to 6-weeks of group-delivered cognitive-behavioral therapy for SAD (CBT-SAD) or light therapy (LT). The majority was female (83.6%) and white (92.1%), with a mean age of 45.6 years. Treatment expectations for CBT-SAD and LT were assessed using a modification of the Treatment Expectancy and Credibility Survey (Borkovec & Nau, 1972). Depression severity was assessed using the Beck Depression Inventory-Second Edition (Beck, Steer, & Brown, 1996). All measures were administered at pre-treatment, mid-treatment, and post-treatment. Results As treatment progressed, expectations for the treatment received increased across time steeply in CBT-SAD patients and moderately in LT patients. Collapsing across time, patients with higher treatment expectations had lower depression severity than those with lower treatment expectations. In a cross-lagged panel path analysis, there was a significant effect of treatment expectations at mid-treatment on depression severity at post-treatment among CBT-SAD patients. Conclusions Treatment expectations changed across treatment, affected outcome, and should be assessed and monitored repeatedly throughout treatment. Findings suggest that treatment expectations at mid-treatment are a mechanism by which CBT-SAD reduces depression, which should be replicated in SAD samples and examined for generalizability to non-seasonal depression. These findings underscore the importance of further research examining treatment expectations in mediating CBT’s effects in depression and other types of psychopathology. Public Health Significance This study highlights the importance of monitoring treatment expectations repeatedly during treatment regardless of treatment

Outcome of forceps delivery in a teaching hospital: A 2 year experience

PubMed Central

John, Lopamudra B.; Nischintha, S.; Ghose, Seetesh

2014-01-01

Introduction: The art of forceps delivery though existing for centuries has earned a disreputation due to the possibility of poor maternal and fetal outcome. However, its safe use can reduce the rising cesarean section rates in the present times. This study is to see the outcome of its use in a teaching hospital over a 2 year period. Materials and Methods: In this retrospective observational study, 120 cases of forceps delivery were studied for maternal outcome such as injuries, postpartum hemorrhage, and fetal outcome such as Apgar score at birth, neonatal intensive care unit admissions, injury, and mortality. Results: The most common indication was fetal distress (47.5%). A total of 15 cases (12.5%) of maternal injuries occurred, with 2 uterine ruptures one of which was in a previous lower segment caesarean section case, 4 complete perineal tears and 9 minor cervical and vaginal lacerations. A total of 12 babies (10%) had poor Apgar scores who recovered after resuscitation and one out of them died, which was a case of multiple instrumentation. Conclusion: Forceps is a reasonable option for the obstetrician to reduce the caesarean section rates; however, extreme caution, proper expertise and judicial use of this instrument are required to prevent undue risk to mother and fetus. PMID:24678216

Negative affect in at-risk youth: Outcome expectancies mediate relations with both regular and electronic cigarette use.

PubMed

Miller, Stephen; Pike, James; Stacy, Alan W; Xie, Bin; Ames, Susan L

2017-06-01

Despite the general trend of declining use of traditional cigarettes among young adults in the United States, alternative high school students continue to smoke cigarettes and electronic cigarettes at rates much higher than do students attending regular high schools. Challenging life circumstances leading to elevated levels of negative affect may account for increased smoking behavior in this population. Further, a belief in the negative affect-reducing qualities of nicotine may mediate this effect. The current study tested the hypothesis that negative reinforcing outcome expectancies mediate the relationship between negative affect on smoking susceptibility in nonusers, smoking frequency in users, and smoking experimentation in the overall sample. Results support the hypothesis that negative affect in alternative high school students is correlated with smoking experimentation, smoking willingness, and smoking frequency and that the relationship between negative affect and smoking behavior outcomes is mediated by negative reinforcing outcome expectancies (i.e., beliefs in the negative affect-reducing effects of smoking). This finding was supported for both cigarettes and electronic cigarettes and coincides with a rapid increase in the number of high school students nationally who have experimented with electronic cigarettes. Future antismoking initiatives directed at at-risk youth should consider integrating healthier negative affect reduction techniques to counter the use of nicotine products. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Hispanic parents of overweight and obese children and their outcome expectations for children's television viewing: A qualitative study

USDA-ARS?s Scientific Manuscript database

Our objective was to explore parental outcome expectations (OE) regarding children's television (TV) viewing among parents of overweight or obese children. We conducted a qualitative study using semi-structured interviews with 20 parents of 5- to 8-year-old overweight or obese children. We found tha...

Validation of a Measure of College Students' Intoxicated Behaviors: Associations with Alcohol Outcome Expectancies, Drinking Motives, and Personality

ERIC Educational Resources Information Center

Westmaas, Johann; Moeller, Scott; Woicik, Patricia Butler

2007-01-01

Objective: The authors aimed to develop a measure of college students' intoxicated behaviors and to validate the measure using scales assessing alcohol outcome expectancies, motives for drinking, and personality traits. Participants and Method Summary: The authors administered these measures and an inventory describing 50 intoxicated behaviors to…

Pre-Service Physical Education Teachers' Technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy and Instructional Technology Outcome Expectations

ERIC Educational Resources Information Center

Semiz, Kivanc; Ince, Mustafa Levent

2012-01-01

The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences…

Predicting physical activity and outcome expectations in cancer survivors: an application of Self-Determination Theory.

PubMed

Wilson, Philip M; Blanchard, Chris M; Nehl, Eric; Baker, Frank

2006-07-01

The purpose of this study was to examine the contributions of autonomous and controlled motives drawn from Self-Determination Theory (SDT; Intrinsic Motivation and Self-determination in Human Behavior. Plenum Press: New York, 1985; Handbook of Self-determination Research. University of Rochester Press: New York, 2002) towards predicting physical activity behaviours and outcome expectations in adult cancer survivors. Participants were cancer-survivors (N=220) and a non-cancer comparison cohort (N=220) who completed an adapted version of the Treatment Self-Regulation Questionnaire modified for physical activity behaviour (TSRQ-PA), an assessment of the number of minutes engaged in moderate-to-vigorous physical activity (MVPA) weekly, and the anticipated outcomes expected from regular physical activity (OE). Simultaneous multiple regression analyses indicated that autonomous motives was the dominant predictor of OEs across both cancer and non-cancer cohorts (R(2adj)=0.29-0.43), while MVPA was predicted by autonomous (beta's ranged from 0.21 to 0.34) and controlled (beta's ranged from -0.04 to -0.23) motives after controlling for demographic considerations. Cancer status (cancer versus no cancer) did not moderate the motivation-physical activity relationship. Collectively, these findings suggest that the distinction between autonomous and controlled motives is useful and compliments a growing body of evidence supporting SDT as a framework for understanding motivational processes in physical activity contexts with cancer survivors.

Rutgers Young Horse Teaching and Research Program: undergraduate student outcomes.

PubMed

Ralston, Sarah L

2012-12-01

Equine teaching and research programs are popular but expensive components of most land grant universities. External funding for equine research, however, is limited and restricts undergraduate research opportunities that enhance student learning. In 1999, a novel undergraduate teaching and research program was initiated at Rutgers University, New Brunswick, NJ. A unique aspect of this program was the use of young horses generally considered "at risk" and in need of rescue but of relatively low value. The media interest in such horses was utilized to advantage to obtain funding for the program. The use of horses from pregnant mare urine (PMU) ranches and Bureau of Land Management (BLM) mustangs held the risks of attracting negative publicity, potential of injury while training previously unhandled young horses, and uncertainty regarding re-sale value; however, none of these concerns were realized. For 12 years the Young Horse Teaching and Research Program received extensive positive press and provided invaluable learning opportunities for students. Over 500 students, at least 80 of which were minorities, participated in not only horse management and training but also research, event planning, public outreach, fund-raising, and website development. Public and industry support provided program sustainability with only basic University infrastructural support despite severe economic downturns. Student research projects generated 25 research abstracts presented at national and international meetings and 14 honors theses. Over 100 students went on to veterinary school or other higher education programs, and more than 100 others pursued equine- or science-related careers. Laudatory popular press articles were published in a wide variety of breed/discipline journals and in local and regional newspapers each year. Taking the risk of using "at risk" horses yielded positive outcomes for all, especially the undergraduate students.

Orangutans (Pongo pygmaeus) do not form expectations based on their partner's outcomes.

PubMed

Brosnan, Sarah F; Flemming, Timothy; Talbot, Catherine F; Mayo, Laura; Stoinski, Tara

2011-01-01

Several primate species form expectations based on others' outcomes, responding negatively when their outcomes differ from their partners'. The function and evolutionary pathway of this behavior are unknown, in part because all of the species which have been tested thus far share traits related to a gregarious lifestyle, intelligence, and cooperativeness. Our goal was to test whether inequity is a homology among primates or a convergence by comparing one species known to show social comparisons, the chimpanzee, to another great ape which differs on several of these life history characteristics. Using a protocol identical to one used previously with chimpanzees, we tested whether orangutans, an intelligent but predominantly solitary species with few opportunities to cooperate, responded similarly. To allow for a strong comparison with chimpanzees (and other species), we used socially housed adults of both sexes, tested with members of their social group. Orangutans did not respond negatively to inequity, supporting previous findings and indicating that inequity responses in apes are likely a convergence based on either sociality or cooperative tendency. These results in such closely related species highlight the need for additional comparative studies to understand better the function and evolution of social behaviors. Copyright © 2011 S. Karger AG, Basel.

Computer Mediated Support for Student Teaching and First Year Teaching.

ERIC Educational Resources Information Center

Clarken, Rodney H.

This paper describes computer-mediated distance learning experiments in field settings by a rural teacher education program, in which student teachers and a student teaching seminar leader at Northern Michigan University conferenced via electronic mail. Participating student teachers, who were teaching in schools 300 miles apart, were expected to…

The Intersection between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants

ERIC Educational Resources Information Center

LeGros, N.; Faez, F.

2012-01-01

What is considered effective teaching varies across cultures, institutions, and disciplines. Concepts of effective teaching reflect the values and expectations of the educational culture and language in which it occurs. This study examines how participation in a course on intercultural communication affects the observable teaching behaviors of…

Does Students' Expectation of Teachers Affect Students' Evaluation of Teachers?

ERIC Educational Resources Information Center

Babski, Carl

This report gives an extensive review of the literature dealing with student evaluation of faculty, and investigates the effect of a previously unexplored variable, students' expectations of the teaching-learning situation. Eight student perceptions of the teaching-learning situation were identified: dogmatic, erotic, moral, therapeutic,…

Working Alliance as a Mediator and Moderator between Expectations for Counseling Success and Counseling Outcome among Korean Clients

ERIC Educational Resources Information Center

Yoo, Sung-Kyung; Hong, Sehee; Sohn, Nanhee; O'Brien, Karen M.

2014-01-01

The study examined client's perceptions of working alliance as a mediator and moderator between client expectations of counseling success and counseling outcome. Participants were 284 adult clients in counseling in university or community counseling centers or private practices in South Korea. Level of functioning at the start of counseling was…

Balancing Bologna: opportunities for university teaching that integrates academic and practical learning outcomes

NASA Astrophysics Data System (ADS)

Probst, Lorenz; Pflug, Verena; Brandenburg, Christiane; Guggenberger, Thomas; Mentler, Axel; Wurzinger, Maria

2014-05-01

In the course of the Bologna Process, the quality of university teaching has become more prominent in the discourse on higher education. More attention is now paid to didactics and methods and learner-oriented modes of teaching are introduced. The application of knowledge, practical skills and in consequence the employability of university graduates have become requirements for university teaching. Yet, the lecture-style approach still dominates European universities, although empirical evidence confirms that student-centred, interdisciplinary and experiential learning is more effective. Referring to the learning taxonomy introduced by Bloom, we argue that standard approaches rarely move beyond the learning level of comprehension and fail to reach the levels of application, analysis, synthesis and evaluation. Considering the rapid changes and multiple challenges society faces today, responsible practitioners and scientists who can improve the current management of natural resources are urgently needed. Universities are expected to equip their graduates with the necessary skills to reflect and evaluate their actions when addressing 'real world' problems in order to improve impact and relevance of their work. Higher education thus faces the challenge of providing multi-level learning opportunities for students with diverse practical and theoretical learning needs. In this study, we reflect on three cases of university teaching attempting to bridge theory and practice and based on the principles of systemic, problem based learning. The described courses focus on organic farming, rural development and landscape planning and take place in Uganda, Nicaragua and Italy. We show that being part of a real-world community of stakeholders requires hands-on learning and the reflection and evaluation of actions. This prepares students in a more effective and realistic way for their future roles as responsible decision makers in complex social, economic and ecological systems. We

Participation motives in physical education: an expectancy-value approach.

PubMed

Goudas, Marios; Dermitzaki, Irini

2004-12-01

This study applied an expectancy-value approach in examining participation motives of students in physical education. As predicted outcome expectancy, a variable formed by the combination of outcome value and outcome likelihood correlated significantly higher with motivational indices than these two factors.

Patient expectations in internet-based self-help for social anxiety.

PubMed

Boettcher, Johanna; Renneberg, Babette; Berger, Thomas

2013-01-01

A number of controlled trials have demonstrated the efficacy of Internet-based cognitive-behaviour therapy for treating social anxiety disorder (SAD). However, little is known about what makes those interventions work. The current trial focuses on patient expectations as one common mechanism of change. The study examines whether patients' expectancy predicts outcome, adherence, and dropout in an unguided Internet-based self-help programme for SAD. Data of 109 participants in a 10-week self-help programme for SAD were analysed. Social anxiety measures were administered prior to the intervention, at week 2, and after the intervention. Expectancy was assessed at week 2. Patient expectations were a significant predictor of change in social anxiety (β = - .35 to - .40, all p < .003). Patient expectations also predicted treatment adherence (β = .27, p = .02). Patients with higher expectations showed more adherence and better outcome. Dropout was not predicted by expectations. The effect of positive expectations on outcome was mediated by early symptom change (from week 0 to week 2). Results suggest that positive outcome expectations have a beneficial effect on outcome in Internet-based self-help for SAD. Furthermore, patient expectations as early process predictors could be used to inform therapeutic decisions such as stepping up patients to guided or face-to-face treatment options.

Expectation of an upcoming large postural perturbation influences the recovery stepping response and outcome.

PubMed

Pater, Mackenzie L; Rosenblatt, Noah J; Grabiner, Mark D

2015-01-01

Tripping during locomotion, the leading cause of falls in older adults, generally occurs without prior warning and often while performing a secondary task. Prior warning can alter the state of physiological preparedness and beneficially influence the response to the perturbation. Previous studies have examined how altering the initial "preparedness" for an upcoming perturbation can affect kinematic responses following small disturbances that did not require a stepping response to restore dynamic stability. The purpose of this study was to examine how expectation affected fall outcome and recovery response kinematics following a large, treadmill-delivered perturbation simulating a trip and requiring at least one recovery step to avoid a fall. Following the perturbation, 47% of subjects fell when they were not expecting the perturbation whereas 12% fell when they were aware that the perturbation would occur "sometime in the next minute". The between-group differences were accompanied by slower reaction times in the non-expecting group (p < 0.01). Slower reaction times were associated with kinematics that have previously been shown to increase the likelihood of falling following a laboratory-induced trip. The results demonstrate the importance of considering the context under which recovery responses are assessed, and further, gives insight to the context during which task-specific perturbation training is administered. Copyright © 2014 Elsevier B.V. All rights reserved.

Reliability and validity of the self-efficacy for exercise and outcome expectations for exercise scales with minority older adults.

PubMed

Resnick, Barbara; Luisi, Daria; Vogel, Amanda; Junaleepa, Piyatida

2004-01-01

Older African Americans and Latinos tend to exercise less than older Whites and are more likely to have chronic diseases that could benefit from exercise. Measurement of self-efficacy of exercise and exercise outcome expectations in this older population is required if exercise is to be monitored carefully and enhanced in this population. The purpose of this study was to test the reliability and validity of the Self-Efficacy for Exercise Scale (SEE) and Outcome Expectations for Exercise Scale (OEE) in a sample of African American and Latino older adults. A total of 166 individuals, 32 males (19%) and 134 females (81%) with an average age of 72.8 +/- 8.4 years participated in the study. The SEE and OEE scales were completed using face-to-face interviews. There was evidence of internal consistency for both scales with alphas of .89 and .90 for the SEE scale and .72 and .88 for the OEE scale. There was some evidence of validity for both scales based on confirmatory factor analysis and hypothesis testing, because factor loadings were greater than .50 in all but two items in the OEE, and there were significant relationships between self-efficacy and outcome expectations and exercise behavior at all testing time-points. The measurement models showed a fair fit of the data to the models. The study provided some evidence for the reliability and validity of the SEE and OEE when used with minority older adults, and it provides some guidelines for future scale revisions and use.

Teaching Dissent and Persuasion

ERIC Educational Resources Information Center

Carson, Kathleen M.; Hodgen, Brian; Glaser, Rainer E.

2006-01-01

Teaching philosophy should be based on the desired outcome of the teaching. In the case of science education, the guiding principle for a teaching philosophy should start with the desire to help students understand and use science, regardless of their major or profession. To effectively teach students how to understand science, one must include…

Outcomes of expectantly managed pregnancies with multiple gestations and preterm premature rupture of membranes prior to 26 weeks.

PubMed

Wong, Luchin F; Holmgren, Calla M; Silver, Robert M; Varner, Michael W; Manuck, Tracy A

2015-02-01

The objective of the study was to determine the obstetric and neonatal outcomes of expectantly managed multifetal pregnancies complicated by early preterm premature rupture of membranes (PPROM) prior to 26 weeks. This was a retrospective cohort of all multifetal pregnancies complicated by documented PPROM occurring before 26 0/7 weeks and managed expectantly by a single maternal-fetal medicine practice between July 4, 2002, and Sept. 1, 2013. Neonatal and maternal outcomes were assessed and comparisons made between the fetus with ruptured membranes and the first fetus to deliver with intact membranes. Twenty-three pregnancies (46 fetuses) were analyzed with a median gestational age at PPROM of 22.9 weeks; 74% experienced PPROM at less than 24 weeks' gestation. A median latency of 11 days was achieved with expectant management. Of the 46 neonates, 20 (43%) survived to hospital discharge. Of these, 12 (60%) experienced severe neonatal morbidity defined as defined as grade III or IV intraventricular hemorrhage, bronchopulmonary dysplasia, pulmonary hypoplasia, necrotizing enterocolitis requiring surgical intervention, and/or grade 3 or 4 retinopathy of prematurity. Eight neonates survived to hospital discharge without severe neonatal morbidity. The multiple with ruptured membranes was more likely to experience intrauterine demise but otherwise had similar outcomes as the multiple with intact membranes. Maternal morbidity was considerable, with 7 of 23 pregnancies (30%) complicated by clinical chorioamnionitis, 12 of 23 (52%) delivering by cesarean, of which 3 of 12 (25%) were classical cesarean deliveries. Overall, neonatal survival to hospital discharge was 43%, but only 17% survived without significant neonatal morbidity. These data provide a basis for counseling and management of women with multifetal gestation complicated by very early PPROM. Copyright © 2015 Elsevier Inc. All rights reserved.

Teacher Expectancy Related to Student Performance in Vocational Education.

ERIC Educational Resources Information Center

Pandya, Himanshu S.

A study was designed (1) to discover the effect of teacher expectation on student performance in the cognitive and in the psychomotor skills, and (2) to analyze students' attitudes toward teachers because of teacher expectations. The study utilized two different instructional units. The quality milk production unit was used to teach cognitive…

Orbitofrontal Cortex Signals Expected Outcomes with Predictive Codes When Stable Contingencies Promote the Integration of Reward History

PubMed Central

Shapiro, Matthew L.

2017-01-01

Memory can inform goal-directed behavior by linking current opportunities to past outcomes. The orbitofrontal cortex (OFC) may guide value-based responses by integrating the history of stimulus–reward associations into expected outcomes, representations of predicted hedonic value and quality. Alternatively, the OFC may rapidly compute flexible “online” reward predictions by associating stimuli with the latest outcome. OFC neurons develop predictive codes when rats learn to associate arbitrary stimuli with outcomes, but the extent to which predictive coding depends on most recent events and the integrated history of rewards is unclear. To investigate how reward history modulates OFC activity, we recorded OFC ensembles as rats performed spatial discriminations that differed only in the number of rewarded trials between goal reversals. The firing rate of single OFC neurons distinguished identical behaviors guided by different goals. When >20 rewarded trials separated goal switches, OFC ensembles developed stable and anticorrelated population vectors that predicted overall choice accuracy and the goal selected in single trials. When <10 rewarded trials separated goal switches, OFC population vectors decorrelated rapidly after each switch, but did not develop anticorrelated firing patterns or predict choice accuracy. The results show that, whereas OFC signals respond rapidly to contingency changes, they predict choices only when reward history is relatively stable, suggesting that consecutive rewarded episodes are needed for OFC computations that integrate reward history into expected outcomes. SIGNIFICANCE STATEMENT Adapting to changing contingencies and making decisions engages the orbitofrontal cortex (OFC). Previous work shows that OFC function can either improve or impair learning depending on reward stability, suggesting that OFC guides behavior optimally when contingencies apply consistently. The mechanisms that link reward history to OFC computations

A combined hands-on teaching programme and clinical pathway focused on pleural ultrasound and procedure supervision transforms pleural procedure outcomes.

PubMed

Edwards, Timothy; Cook, Alistair; Salamonsen, Matthew; Bashirzadeh, Farzad; Fielding, David

2017-11-01

Management of pleural effusions is a common diagnostic and management problem. We reviewed the outcomes from pleural procedures after the instigation of pleural effusion management guidelines, focusing on pleural ultrasound and a hands-on teaching programme followed by procedure supervision that enabled many operators to perform such procedures. This is a retrospective analysis of all procedures performed for pleural effusions on medical patients. Outcomes were assessed prior to the instigation of pleural effusion management guidelines (pleural pathway) and hands-on teaching (January 2010 to June 2011) and following these interventions (January 2012 to June 2013). A total of 171 procedures involving 129 patients (pre-pathway group) and 146 procedures involving 115 patients (post-pathway group) was analysed. The rate of complications prior to the pleural pathway was 22.2% (38 of 171 procedures). Following the pathway, the rate of complications declined to 7.5% (11 of 146 procedures, P < 0.003). The use of pleural ultrasound increased dramatically (72.5 vs 90.2%). The number of patients who underwent repeated procedures (defined as ≥3) reduced dramatically (21 vs 7, P < 0.01). This improvement occurred using many supervised operators who completed the hands-on teaching programme (n = 32) and followed the pleural pathway (127 of 146 procedures). The instigation of a clinical pathway focused on the use of bedside pleural ultrasound, and teaching of drainage techniques with procedure supervision vastly improved patient outcomes. This not only allowed better quality of care for patients, it also provided the acquisition of new skills to medical staff, not limiting these skills to specialised staff. © 2017 Royal Australasian College of Physicians.

Knowledge Practice and Outcome of Quality Nursing Care among Nurses in University of Calabar Teaching Hospital (UCTH)

ERIC Educational Resources Information Center

Oyira, Emilia James; Ella, R. E.; Chukwudi, Usochukwu Easter; Paulina, Akpan Idiok

2016-01-01

Objectives: The main purpose of this study was to determine knowledge practice and outcome of quality nursing care among nurses in University of Calabar Teaching Hospital (UCTH). Three research questions and one hypothesis were formulated to guide this study. Literature related to the variables under study was reviewed according to the research…

Alcohol expectancies and social self-efficacy as mediators of differential intervention outcomes for college hazardous drinkers with social anxiety.

PubMed

Black, Jessica J; Tran, Giao Q; Goldsmith, Abigail A; Thompson, Rachel D; Smith, Joshua P; Welge, Jeffrey A

2012-03-01

The current pilot study examined the roles of two cognitive factors - positive alcohol expectancies of social anxiety reduction and drink refusal self-efficacy relevant to social situations - in mediating greater reduction in alcohol behaviors by the Brief Intervention for Socially Anxious Drinkers (BISAD; n=21) compared to an alcohol psychoeducation (n=20) in a sample of college hazardous drinkers with social anxiety. Mediation analysis results indicated that decreased positive alcohol expectancies and increased drink refusal self-efficacy relevant to social situations accounted for an average of 67% of the variance in treatment outcomes as measured by total quantity of alcohol consumption, heavy drinking days and problems related to alcohol use in the past month. Study results may enhance the understanding of cognitive factors' role in alcohol treatment outcomes, which could in turn improve the efficacy of interventions aimed to reduce hazardous drinking and comorbid social anxiety. Copyright © 2011 Elsevier Ltd. All rights reserved.

Health-profession students’ teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison

PubMed Central

Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

2015-01-01

Purpose The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Conclusion Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement. PMID:26677345

Health-profession students' teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison.

PubMed

Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

2015-01-01

The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students' thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Students' learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement.

In high school and pregnant: the importance of educational and fertility expectations for subsequent outcomes.

PubMed

Yakusheva, Olga

2011-01-01

This study uses the High School and Beyond data (1980–1992) to examine the importance of educational and fertility expectations in explaining the achievement gap of adolescent mothers for over 5,500 young women from different socioeconomic backgrounds. Using a non-parametric local propensity score regression, the study finds that the economic disadvantage associated with having a child in high school is particularly large in poor socioeconomic environments; however, this disadvantage is a result of preexisting differences in the educational and fertility expectations and is not because of a diminished capacity of the socioeconomic environment to mediate the effect of an unplanned childbirth. The findings suggest that childcare assistance and other policies designed to alleviate the burden of child rearing for young mothers of low means may not produce the desired improvement in their subsequent educational and labor market outcomes. A much earlier policy intervention with a focus on fostering young women's outlook for the future is needed.

Using Models to Teach about Climate Change: A look at NGSS Expectations and Teacher Perceptions

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

2013-12-01

The Next Generation Science Standards have been updated from the previous version of the standards with some much needed emphasis on topics in climate and climate change. In particular, the standards have focused on K-12 students learning about science models, which is extremely important when discussing climate change. The NGSS suggest that students be able to 1) develop and use science models (not just use them to explain a concept) because this is how scientists actually use models during the scientific process; and 2) understand systems and system models across all science concepts and all age levels because it leads to further understanding about a more complex natural system (like climate change). To summarize, the NGSS expects that K-12 students should develop and use system models across disciplines and age groups in a way that is similar to how scientists use them in practice, which is to make predictions about unanswered questions. Research indicates that students who learn about science content using an approach that aligns more authentically with the way real science inquiry is done have a better understanding of the content, better understanding of the nature of science, improved critical thinking skills, and improved problem solving skills. Research also indicates that most teachers are aware of this method to teach science content, but sometimes have trouble implementing it into the classroom effectively for many reasons. If accepted, this presentation will share an approach to incorporate modeling into the classroom effectively as well as report the results from a study that qualitatively look at three teacher's perspectives on using models in the classroom while teaching units about climate change, in order to identify how/why teachers struggle to teach about models involved in content related to climate change. Preliminary results indicate that the teachers in this study view models as an effective way to explain a concept to their students, but

Comparison of Surgical Outcomes Between Teaching and Nonteaching Hospitals in the Department of Veterans Affairs

PubMed Central

Khuri, Shukri F.; Najjar, Samer F.; Daley, Jennifer; Krasnicka, Barbara; Hossain, Monir; Henderson, William G.; Aust, J. Bradley; Bass, Barbara; Bishop, Michael J.; Demakis, John; DePalma, Ralph; Fabri, Peter J.; Fink, Aaron; Gibbs, James; Grover, Frederick; Hammermeister, Karl; McDonald, Gerald; Neumayer, Leigh; Roswell, Robert H.; Spencer, Jeannette; Turnage, Richard H.

2001-01-01

Objective To determine whether the investment in postgraduate education and training places patients at risk for worse outcomes and higher costs than if medical and surgical care was delivered in nonteaching settings. Summary Background Data The Veterans Health Administration (VA) plays a major role in the training of medical students, residents, and fellows. Methods The database of the VA National Surgical Quality Improvement Program was analyzed for all major noncardiac operations performed during fiscal years 1997, 1998, and 1999. Teaching status of a hospital was determined on the basis of a background and structure questionnaire that was independently verified by a research fellow. Stepwise logistic regression was used to construct separate models predictive of 30-day mortality and morbidity for each of seven surgical specialties and eight operations. Based on these models, a severity index for each patient was calculated. Hierarchical logistic regression models were then created to examine the relationship between teaching versus nonteaching hospitals and 30-day postoperative mortality and morbidity, after adjusting for patient severity. Results Teaching hospitals performed 81% of the total surgical workload and 90% of the major surgery workload. In most specialties in teaching hospitals, the residents were the primary surgeons in more than 90% of the operations. Compared with nonteaching hospitals, the patient populations in teaching hospitals had a higher prevalence of risk factors, underwent more complex operations, and had longer operation times. Risk-adjusted mortality rates were not different between the teaching and nonteaching hospitals in the specialties and operations studied. The unadjusted complication rate was higher in teaching hospitals in six of seven specialties and four of eight operations. Risk adjustment did not eliminate completely these differences, probably reflecting the relatively poor predictive validity of some of the risk

The Development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Cengiz, Cevdet

2015-01-01

The purpose of this intervention has been to improve pre-service physical education teachers' Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were…

When feeling bad is expected to be good: emotion regulation and outcome expectancies in social conflicts.

PubMed

Tamir, Maya; Ford, Brett Q

2012-08-01

According to the instrumental approach to emotion regulation, people may want to experience even unpleasant emotions to attain instrumental benefits. Building on value-expectancy models of self-regulation, we tested whether people want to feel bad in certain contexts specifically because they expect such feelings to be useful to them. In two studies, participants were more likely to try to increase their anger before a negotiation when motivated to confront (vs. collaborate with) a negotiation partner. Participants motivated to confront (vs. collaborate with) their partner expected anger to be more useful to them, and this expectation in turn, led them to try to increase their anger before negotiating. The subsequent experience of anger, following random assignment to emotion inductions (Study 1) or engagement in self-selected emotion regulation activities (Study 2), led participants to be more successful at getting others to concede to their demands, demonstrating that emotional preferences have important pragmatic implications.

Sexual orientation differences in treatment expectation, alliance, and outcome among patients at risk for suicide in a public psychiatric hospital.

PubMed

Plöderl, Martin; Kunrath, Sabine; Cramer, Robert J; Wang, Jen; Hauer, Larissa; Fartacek, Clemens

2017-05-15

Sexual minority (SM) individuals (gay, lesbian, bisexual, or otherwise nonheterosexual) are at increased risk for mental disorders and suicide and adequate mental healthcare may be life-saving. However, SM patients experience barriers in mental healthcare that have been attributed to the lack of SM-specific competencies and heterosexist attitudes and behaviors on the part of mental health professionals. Such barriers could have a negative impact on common treatment factors such as treatment expectancy or therapeutic alliance, culminating in poorer treatment outcomes for SM versus heterosexual patients. Actual empirical data from general psychiatric settings is lacking, however. Thus, comparing the treatment outcome of heterosexual and SM patients at risk for suicide was the primary aim of this study. The secondary aim was to compare treatment expectation and working alliance as two common factors. We report on 633 patients from a suicide prevention inpatient department within a public psychiatric hospital. Most patients were at risk for suicide due to a recent suicide attempt or warning signs for suicide, usually in the context of a severe psychiatric disorder. At least one indicator of SM status was reported by 21% of patients. We assessed the treatment outcome by calculating the quantitative change in suicide ideation, hopelessness, and depression. We also ran related treatment responder analyses. Treatment expectation and working alliance were the assessed common factors. Contrary to the primary hypothesis, SM and heterosexual patients were comparable in their improvement in suicide ideation, hopelessness, or depression, both quantitatively and in treatment responder analysis. Contrary to the secondary hypothesis, there were no significant sexual orientation differences in treatment expectation and working alliance. When adjusting for sociodemographics, diagnosis, and length of stay, some sexual orientation differences became significant, indicating that SM

Residential Area Life Expectancy: Association With Outcomes and Processes of Care for Patients With ESRD in the United States.

PubMed

Schold, Jesse D; Flechner, Stuart M; Poggio, Emilio D; Augustine, Joshua J; Goldfarb, David A; Sedor, John R; Buccini, Laura D

2018-03-07

The effects of underlying noncodified risks are unclear on the prognosis of patients with end-stage renal disease (ESRD). We aimed to evaluate the association of residential area life expectancy with outcomes and processes of care for patients with ESRD in the United States. Retrospective cohort study. Adult patients with incident ESRD between 2006 and 2013 recorded in the US Renal Data System (n=606,046). The primary exposure was life expectancy in the patient's residential county estimated by the Institute for Health Metrics and Evaluation. Death, placement on the kidney transplant wait list, living and deceased donor kidney transplantation, and posttransplantation graft loss. Median life expectancies of patients' residences were 75.6 (males) and 80.4 years (females). Compared to the highest life expectancy quintile and adjusted for demographic factors, disease cause, and multiple comorbid conditions, the lowest quintile had adjusted HRs for mortality of 1.20 (95% CI, 1.18-1.22); placement onto the waiting list, 0.68 (95% CI, 0.67-0.70); living donor transplantation, 0.53 (95% CI, 0.51-0.56); posttransplantation graft loss, 1.35 (95% CI, 1.27-1.43); and posttransplantation mortality, 1.29 (95% CI, 1.19-1.39). Patients living in areas with lower life expectancy were less likely to be informed about transplantation, be under the care of a nephrologist, or receive an arteriovenous fistula as the initial dialysis access. Results remained consistent with additional adjustment for zip code-level median income, population size, and urban-rural locality. Potential residual confounding and attribution of effects to individuals based on residential area-level data. Residential area life expectancy, a proxy for socioeconomic, environmental, genetic, and behavioral factors, was independently associated with mortality and process-of-care measures for patients with ESRD. These results emphasize the underlying effect on health outcomes of the environment in which patients

An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

NASA Astrophysics Data System (ADS)

Marion, Virginia Frances

1998-12-01

The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and

Patients' expectations of orthodontic treatment: part 2--findings from a questionnaire survey.

PubMed

Sayers, M S; Newton, J T

2007-03-01

To describe patients' and their parents' expectations of orthodontic treatment. A questionnaire survey of 100 patients and their primary care-givers attending a new patient orthodontic consultant clinic, at a teaching hospital. GKT Orthodontic Department, King's College Dental Hospital, London, UK. The sample consisted of 100 participants who completed the questionnaire, including 50 patients aged 12-14 years who had been referred to the orthodontic department for treatment. One parent of each patient was also invited to participate. Participants completed a valid questionnaire measure of orthodontic expectations that was tested for reliability and validity. Descriptive analysis of the responses was undertaken, and comparisons of children's and parents' expectations, in addition to ethnicity, were made. Patients and parents have similar expectations of treatment, with the exception of expectations of duration of orthodontic treatment (P<0.01), having a brace fitted at the initial visit (P<0.05), and restrictions with regard to what one can eat and drink as a result of orthodontic treatment (P<0.05). Among the patient participants, different ethnic groups displayed different expectations of the initial orthodontic assessment visit, the likelihood of wearing headgear, the impact of orthodontic treatment on diet, and the reaction of peers to treatment (P<0.05). For patients, ethnic group differences were reported for expectations regarding the initial visit, headgear and dietary restrictions (P<0.05). Patients and their parents share similar expectations of orthodontic treatment for most aspects of care, although parents are more realistic in their estimation of the duration of treatment and the initial visit. The expectations of patients differ from those of their parents with regard to dietary and drink restrictions in relation to orthodontic treatment. Ethnicity significantly influences expectations of orthodontic treatment, and this may relate to differences in

Influence of the wording of evaluation items on outcome-based evaluation results for large-group teaching in anatomy, biochemistry and legal medicine.

PubMed

Anders, Sven; Pyka, Katharina; Mueller, Tjark; von Streinbuechel, Nicole; Raupach, Tobias

2016-11-01

Student learning outcome is an important dimension of teaching quality in undergraduate medical education. Measuring an increase in knowledge during teaching requires repetitive objective testing which is usually not feasible. As an alternative, student learning outcome can be calculated from student self-ratings. Comparative self-assessment (CSA) gain reflects the performance difference before and after teaching, adjusted for initial knowledge. It has been shown to be a valid proxy measure of actual learning outcome derived from objective tests. However, student self-ratings are prone to a number of confounding factors. In the context of outcome-based evaluation, the wording of self-rating items is crucial to the validity of evaluation results. This randomized trial assessed whether including qualifiers in these statements impacts on student ratings and CSA gain. First-year medical students self-rated their initial (then-test) and final (post-test) knowledge for lectures in anatomy, biochemistry and legal medicine, respectively, and 659 questionnaires were retrieved. Six-point scales were used for self-ratings with 1 being the most positive option. Qualifier use did not affect then-test ratings but was associated with slightly less favorable post-test ratings. Consecutively, mean CSA gain was smaller for items containing qualifiers than for items lacking qualifiers (50.6±15.0% vs. 56.3±14.6%, p=0.079). The effect was more pronounced (Cohen's d=0.82) for items related to anatomy. In order to increase fairness of outcome-based evaluation and increase the comparability of CSA gain data across subjects, medical educators should agree on a consistent approach (qualifiers for all items or no qualifiers at all) when drafting self-rating statements for outcome-based evaluation. Copyright © 2016 Elsevier GmbH. All rights reserved.

Establishing Realistic Patient Expectations Following Total Knee Arthroplasty.

PubMed

Husain, Adeel; Lee, Gwo-Chin

2015-12-01

Nearly 20% of patients are dissatisfied following well-performed total knee arthroplasty with good functional outcomes. Surgeons must understand the drivers of dissatisfaction to minimize the number of unhappy patients following surgery. Several studies have shown that unfulfilled expectations are a principal source of patient dissatisfaction. Patients contemplating total knee arthroplasty expect pain relief, improved walking ability, return to sports, and improvement in psychological well-being and social interactions. However, patients are typically overly optimistic with regard to expected outcomes following surgery. Patient expectations and satisfaction can be influenced by age, socioeconomic factors, sex, and race. The interplay of these factors can be complex and specific to each person. Published data on clinical and functional outcomes show that persistence of symptoms, such as pain, stiffness, and failure to return to preoperative levels of function, are common and normal. Therefore, the surgeon needs to help the patient to establish realistic expectations. Copyright 2015 by the American Academy of Orthopaedic Surgeons.

Expectations in patients with total knee arthroplasty.

PubMed

Tekin, Burcu; Unver, Bayram; Karatosun, Vasfi

2012-01-01

The primary objective of total knee arthroplasty (TKA) is to decrease pain and restore functional knee joint. Current hypotheses indicate higher knee flexion is required in terms of life style, culture and expectations in Eastern communities. Therefore, society-specific features related to life style and cultural habits are needed. The objective of this study was to investigate the expectations of patients undergoing TKA. The study included 131 patients (18 male, 113 female; mean age: 66.2 ± 8.3 years) who underwent cemented TKA due to knee osteoarthritis. All patients were operated by the same surgeon using the same implant and surgical technique. Patients were evaluated using the Hospital for Special Surgery (HSS) knee score, a 15-item clinical knee assessment questionnaire and the HSS knee arthroplasty expectation questionnaire. Mean HSS score for the right knee was 89.2 ± 10.5 and for the left knee was 89.6 ± 9.4. The two most expected outcomes were improvements in pain (99.2%) and gait (96.2%) and the two least expected outcomes were improvements in psychological well-being (22.9%) and communicative skills (35.1%). Expectations were not affected by education and working conditions. Patients' most expected outcomes were improvement in pain and restoration of function (gait, climbing stairs and no need of assistive devices), similar to Western and American communities.

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

NASA Astrophysics Data System (ADS)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

Teaching the Teachers

ERIC Educational Resources Information Center

Beckerman, Nancy L.

2010-01-01

New tenure-track faculty members come into academia expecting to be able to devote substantial energy and expertise to teaching. They often find, however, that they must learn to navigate a multitude of other, competing demands. Numerous interdisciplinary studies published in the last decade have demonstrated that the normative expectations of…

How beauty works. Theoretical mechanisms and two empirical applications on students' evaluation of teaching.

PubMed

Wolbring, Tobias; Riordan, Patrick

2016-05-01

Plenty of studies show that the physical appearance of a person affects a variety of outcomes in everyday life. However, due to an incomplete theoretical explication and empirical problems in disentangling different beauty effects, it is unclear which mechanisms are at work. To clarify how beauty works we present explanations from evolutionary theory and expectation states theory and show where both perspectives differ and where interlinkage appears promising. Using students' evaluations of teaching we find observational and experimental evidence for the different causal pathways of physical attractiveness. First, independent raters strongly agree over the physical attractiveness of a person. Second, attractive instructors receive better student ratings. Third, students attend classes of attractive instructors more frequently - even after controlling for teaching quality. Fourth, we find no evidence that attractiveness effects become stronger if rater and ratee are of the opposite sex. Finally, the beauty premium turns into a penalty if an attractive instructor falls short of students' expectations. Copyright © 2016 Elsevier Inc. All rights reserved.

Improve Outcomes Study subjects Chemistry Teaching and Learning Strategies through independent study with the help of computer-based media

NASA Astrophysics Data System (ADS)

Sugiharti, Gulmah

2018-03-01

This study aims to see the improvement of student learning outcomes by independent learning using computer-based learning media in the course of STBM (Teaching and Learning Strategy) Chemistry. Population in this research all student of class of 2014 which take subject STBM Chemistry as many as 4 class. While the sample is taken by purposive as many as 2 classes, each 32 students, as control class and expriment class. The instrument used is the test of learning outcomes in the form of multiple choice with the number of questions as many as 20 questions that have been declared valid, and reliable. Data analysis techniques used one-sided t test and improved learning outcomes using a normalized gain test. Based on the learning result data, the average of normalized gain values for the experimental class is 0,530 and for the control class is 0,224. The result of the experimental student learning result is 53% and the control class is 22,4%. Hypothesis testing results obtained t count> ttable is 9.02> 1.6723 at the level of significance α = 0.05 and db = 58. This means that the acceptance of Ha is the use of computer-based learning media (CAI Computer) can improve student learning outcomes in the course Learning Teaching Strategy (STBM) Chemistry academic year 2017/2018.

Intrapartum intervention rates and perinatal outcomes following induction of labour compared to expectant management at term from an Australian perinatal centre.

PubMed

Zhao, Yi; Flatley, Christopher; Kumar, Sailesh

2017-02-01

Induction of labor (IOL) is a common obstetric intervention, yet its impact on intervention rates and perinatal outcomes is conflicting. To evaluate the impact of IOL on intrapartum intervention rates and perinatal outcomes in women with singleton pregnancies at term. This was a retrospective, cross-sectional study of term singleton deliveries at the Mater Mother's Hospital in Brisbane, Australia in 2007-2013. The IOL cohort was compared to an expectantly managed group. Of the final cohort (44 698 women), 64.4% had expectant management and 35.6% had IOL. Multivariate analyses showed that IOL was associated with lower odds of spontaneous vaginal delivery from ≥37 weeks gestation. The risk of emergency caesarean for non-reassuring fetal status was also higher in the IOL cohort at 40 and 41 weeks gestation. For women who were managed expectantly, the highest rate of spontaneous vaginal delivery and the lowest rate of emergency caesareans occurred at 39 weeks gestation. For women who underwent IOL, the nadir emergency caesarean rate and the highest spontaneous vaginal delivery rate was also at 39 weeks. Rates of neonatal intensive car unit admission were higher in the IOL group at 37 weeks (adjusted odds ratio (aOR) 3.11, 95% CI: 2.62-3.68) and 38 weeks (aOR 1.78, 95% CI: 1.55-2.04) and lower at >42 weeks (OR 0.35, 95% CI: 0.14-0.81) respectively. IOL compared to expectant management is associated with lower spontaneous vaginal delivery rates and increased risk of emergency caesarean for intrapartum fetal compromise with broadly comparable perinatal outcomes. © 2017 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

Effectiveness of the clinical teaching associate model to improve clinical learning outcomes: a randomized controlled trial.

PubMed

Parchebafieh, Samaneh; Gholizadeh, Leila; Lakdizaji, Sima; Ghiasvandiyan, Shahrzad; Davoodi, Arefeh

2014-01-01

This study examined the effectiveness of the clinical teaching associate (CTA) model to improve clinical learning outcomes in nursing students. Students were randomly allocated to either the CTA (n = 28) or traditional training group (n = 32), and their clinical knowledge, skills, and satisfaction with the learning experience were assessed and compared. The results showed that the CTA model was equally effective in improving clinical knowledge, skills, and satisfaction of nursing students.

Study on Case Teaching of Financial Management

ERIC Educational Resources Information Center

Che, Zhenghong; Che, Zhengmei

2011-01-01

Case teaching is an efficient teaching method of management. It plays an important role to enhance the students' ability to practice the theory. However, case teaching of financial management has not achieved the expected results. The paper aims to study the importance, characteristics and corresponding methods of case teaching method of financial…

Expected outcomes from topical haemoglobin spray in non-healing and worsening venous leg ulcers.

PubMed

Arenberger, P; Elg, F; Petyt, J; Cutting, K

2015-05-01

To evaluate the effect of topical haemoglobin spray on treatment response and wound-closure rates in patients with chronic venous leg ulcers. A linear regression model was used to forecast healing outcomes over a 12-month period. Simulated data were taken from normal distributions based on post-hoc analysis of a 72-patient study in non-healing and worsening wounds (36 patients receiving standard care and 36 receiving standard care plus topical haemoglobin spray). Using a simulated 25,000 'patients' from each group, the proportion of wound closure over time was projected. Simulation results predicted a 55% wound closure rate at six months in the haemoglobin group, compared with 4% in the standard care group. Over a 12-month simulation period, a 43% overall reduction in wound burden was predicted. With the haemoglobin spray, 85% of wounds were expected to heal in 12 months, compared with 13% in the standard care group. Topical haemoglobin spray promises a more effective treatment for chronic venous leg ulcers than standard care alone in wounds that are non-healing or worsening. Further research is required to validate these predictions and to identify achievable outcomes in other chronic wound types.

Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder.

PubMed

Hood, Stephanie A; Luczynski, Kevin C; Mitteer, Daniel R

2017-07-01

We identified greeting and conversation deficits based on a parent interview and semistructured direct assessment for one child and two adolescents with autism spectrum disorder. We taught the greeting and conversation skills using behavioral skills training and within-session corrective feedback. A multiple baseline across conversation and greeting skills demonstrated experimental control over the effects of the teaching on acquisition and generalization to novel adults. We also conducted embedded reversals to assess maintenance of the acquired skills. Teaching produced robust acquisition, generalization, maintenance, and treatment extension for 15 of the 16 targeted skills across participants. Participant and parent reports indicated high levels of social validity for the intervention and outcomes. The results support individualized assessment and intervention for improving greeting and conversation skills during unscripted interactions, which are requisite for more extended and complex social interactions. © 2017 Society for the Experimental Analysis of Behavior.

Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Dikla; Cinamon, Rachel Gali

2016-01-01

The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

PubMed

Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

2011-01-01

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

What Are Secondary Students' Expectations for Teachers in Virtual School Environments?

ERIC Educational Resources Information Center

Oliver, Kevin; Osborne, Jason; Brady, Kevin

2009-01-01

A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate…

High school health-education teachers' perceptions and practices related to teaching HIV prevention.

PubMed

Herr, Scott W; Telljohann, Susan K; Price, James H; Dake, Joseph A; Stone, Gregory E

2012-11-01

HIV/AIDS is one of the leading causes of illness and death in the United States with individuals between the ages of 13 and 19 years being especially vulnerable for infection. The purpose of this study was to examine the attitudes, perceptions, and instructional practices of high school health teachers toward teaching HIV prevention. A total of 800 surveys were sent to a national random sample of high school health teachers and 50% responded. There was almost complete agreement (99%) among respondents that HIV prevention instruction is needed. The factors that emerged as significantly influencing the attitudes and perceptions of high school health teachers about teaching HIV prevention were related to teacher preparation, training, and years of experience teaching health education. A state mandate requiring HIV prevention instruction was significantly associated with higher teacher efficacy expectations and more perceived benefits, but did not have a significant influence in relation to practices in the classroom. Characteristics of high school health teachers that were significantly related to attitudes, perceptions, and instructional practices included the instructor's age, sex, and race/ethnicity. High school health teachers who reported the least experience teaching health education had the least supportive attitudes, perceived the most barriers, and had the lowest efficacy and outcome expectations related to teaching about HIV prevention. Whereas these findings support the importance of teacher preparation and training, they also suggest that more recent college graduates may not be fully prepared to provide effective instruction in HIV prevention. © 2012, American School Health Association.

The Effect of Reciprocal-Teaching Strategy on Learning Outcomes and Attitudes of Qassim-University Students in "Islamic Culture"

ERIC Educational Resources Information Center

Al-Harby, Jubeir Suleiman Samir

2016-01-01

The main intent of the current study was to investigate the effectiveness of the reciprocal-teaching strategy in learning outcomes and attitudes of Qassim-University students in Islamic culture. The study was conducted in Oqlat Al-Soqour Faculty of Sciences and Arts for paucity of research conducted in such a faculty, as well as for being the…

The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science

NASA Astrophysics Data System (ADS)

Logerwell, Mollianne G.

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences

Observing Two Important Teaching Variables.

ERIC Educational Resources Information Center

Gustafson, John A.

1986-01-01

Two behaviors essential to good teaching, teacher expectation and teacher flexibility, have been incorporated into the observation system used in the student teacher program at the University of New Mexico. The importance of these behaviors in teaching and in evaluating student teachers is discussed. (MT)

The effectiveness of gynaecological teaching associates in teaching pelvic examination: a systematic review and meta-analysis.

PubMed

Smith, Paul P; Choudhury, Shelina; Clark, T Justin

2015-12-01

An increasing number of graduating students are unable to competently and confidently perform a pelvic examination. Gynaecology teaching associates (GTAs) teach technical and communication skills and offer immediate feedback. The objective was to perform a systematic literature review to assess whether teaching pelvic examinations using real women who are trained to give instructions on technique and feedback improves the competence, confidence and communication skills of trainees when compared with traditional teaching methods. MEDLINE, EMBASE, the Cochrane Library, CINAHL and the ISRCTN Register of Clinical Trials were searched using selected terminology. No language restrictions were applied. The selection criteria were randomised clinical trials (RCTs) and controlled studies that investigated the use of GTAs to teach students or health-related professionals the pelvic examination. Data evaluating study outcomes, along with methodological details, were extracted in duplicate. The outcomes measured were: self-reported confidence, assessed competence and assessed communication skills. The standard mean difference (SMD) was derived for each study where possible and heterogeneity across studies was quantified using the I(2) statistic. In the presence of substantial variation, the data were pooled using a random effects model. Eleven studies with 856 participants were included: five RCTs and six observational studies. GTA training improved competence compared with other teaching methods and the finding of enhanced competence was consistent when the pooled analysis was restricted to RCTs. Communication skills were also improved with GTA teaching, but to a lesser degree, whereas no effect on student confidence was observed. Statistical heterogeneity was present for all outcomes when data were pooled. Our findings suggest that GTA-based teaching of pelvic examination is associated with improvement in the competence and communication skills of trainees. However, further

A Longitudinal Examination of Career Expectations and Outcomes of Academically Talented Students 10 and 20 Years Post-High School Graduation

ERIC Educational Resources Information Center

Perrone, Kristin M.; Tschopp, Molly K.; Snyder, Erin R.; Boo, Jenelle N.; Hyatt, Claudine

2010-01-01

The purpose of this study was to examine career expectations and outcomes for individuals who were identified as academically talented high school students. Data for this study were collected at two different time periods: 10 years and 20 years after participants' high school graduation. A decade after graduation from high school, participants…

Application of Matrix Outcome Mapping to Constructively Align Program Outcomes and Course Outcomes in Higher Education

ERIC Educational Resources Information Center

Mazouz, Abdelkader; Crane, Keenan

2013-01-01

Establishing a link between Course Learning Outcomes (LOs) and Program Outcomes (POs) while assessing the course contents and delivery are among the most challenging issues in Higher Education. In the present study two forms were generated based on specific Course Learning Outcomes identified in the syllabus at the beginning of the teaching term:…

Registry based trauma outcome: perspective of a developing country.

PubMed

Zafar, H; Rehmani, R; Raja, A J; Ali, A; Ahmed, M

2002-09-01

To report trauma outcome from a developing country based on the Trauma and Injury Severity Scoring (TRISS) method and compare the outcome with the registry data from Major Trauma Outcome Study (MTOS). Registry based audit of all trauma patients over two years. Emergency room of a teaching university hospital. 279 injured patients meeting trauma team activation criteria including all deaths in the emergency room. TRISS methodology to compare expected and observed outcome. W, M, and Z statistics and comparison with MTOS data. 279 patients meeting the trauma triage criteria presented to the emergency room, 235 (84.2%) were men and 44 (15.8%) women. Blunt injury accounted for 204 (73.1%) and penetrating for 75 (26.9%) patients. Seventy two patients had injury severity score of more than 15. Only 18 (6.4%) patients were transported in an ambulance. A total of 142 (50.9%) patients were transferred from other hospitals with a mean prehospital delay of 7.1 hours. M statistic of our study subset was 0.97, indicating a good match between our patients and MTOS cohort. There were 18 deaths with only one unexpected survivor. The expected number of deaths based on MTOS dataset should have been 12. Present injury severity instruments using MTOS coefficients do not accurately correlate with observed survival rates in a developing country.

Factors that impact expectations before total knee arthroplasty.

PubMed

Hepinstall, Matthew S; Rutledge, John R; Bornstein, Lindsey J; Mazumdar, Madhu; Westrich, Geoffrey H

2011-09-01

This study examined the effect of patient attributes on expectations before total knee arthroplasty (TKA). A total of 1943 patients completed an Expectations Survey before TKA. Demographics, surgical history, baseline Medical Outcomes Study Short Form 36 (SF-36) score, Knee injury and Osteoarthritis Outcome Score (KOOS), and Lower Extremity Activity Scale score were obtained. On univariate analysis, expectations (mean score, 77.6) correlated with SF-36 General Health, age, SF-36 Vitality, KOOS Quality-of-Life, and Lower Extremity Activity Scale. Living alone and history of joint arthroplasty were associated with significantly lower expectations, whereas male sex and white race were associated with higher expectations. On multivariate regression analysis, age, living situation, history of joint arthroplasty, SF-36 General Health, and KOOS Quality-of-Life remained significant predictors of expectations. Our results suggest that high, possibly unrealistic, expectations of TKA are common and should be moderated to maintain patient satisfaction. Copyright © 2011 Elsevier Inc. All rights reserved.

Clinical Outcome, Social Impact and Patient Expectation: a Purposive Sampling Pilot Evaluation of Patients in Benin Seven Years After Surgery.

PubMed

White, Michelle C; Randall, Kirsten; Avara, Esther; Mullis, Jenny; Parker, Gary; Shrime, Mark G

2018-05-01

Access to affordable and timely surgery is not equitable around the world. Five billion people lack access, and while non-governmental organizations (NGOs) help to meet this need, long-term surgical outcomes, social impact or patient experience is rarely reported. In 2016, Mercy Ships, a surgical NGO, undertook an evaluation of patients who had received surgery seven years earlier with Mercy Ships in 2009 in Benin. Using purposive sampling, patients who had received maxillofacial, plastics or orthopedic surgery were invited to attend a surgical evaluation day. In this pilot study, we used semi-structured interviews and questionnaire responses to assess patient expectation, surgical and social outcome. Our results show that seven years after surgery 35% of patients report surgery-related pain and 18% had sought further care for a clinical complication of their condition. However, 73% of patients report gaining social benefit from surgery, and overall patient satisfaction was 89%, despite 35% of patients saying that they were unclear what to expect after surgery indicating a mismatch of doctor/patient expectations and failure of the consent process. In conclusion, our pilot study shows that NGO surgery in Benin provided positive social impact associated with complication rates comparable to high-income countries when assessed seven years later. Key areas for further study in LMICs are: evaluation and treatment of chronic pain, consent and access to further care.

Expected Trials under the Matching Rounds Problem

ERIC Educational Resources Information Center

Farmer, Jim

2014-01-01

This article reviews the famous "matching problem," with a particular focus on the expected number of objects that are correctly placed. The author discusses the following topics: three versions suitable for teaching the matching problem in the classroom; the solution to the matching problem; the use of the strong form of mathematical…

Life at a Teaching University

ERIC Educational Resources Information Center

Marineau, Josiah F.

2018-01-01

Many new political science faculty at teaching universities are recent PhD recipients, and are coming to these institutions from research-oriented universities. There are considerable differences between the training for graduate students received at research universities and the expectations for faculty at teaching universities. This essay…

The Context Matters: Outcome Probability and Expectation Mismatch Modulate the Feedback Negativity When Self-Evaluation of Response Correctness Is Possible

PubMed Central

Leue, Anja; Cano Rodilla, Carmen; Beauducel, André

2015-01-01

Individuals typically evaluate whether their performance and the obtained feedback match. Previous research has shown that feedback negativity (FN) depends on outcome probability and feedback valence. It is, however, less clear to what extent previous effects of outcome probability on FN depend on self-evaluations of response correctness. Therefore, we investigated the effects of outcome probability on FN amplitude in a simple go/no-go task that allowed for the self-evaluation of response correctness. We also investigated effects of performance incompatibility and feedback valence. In a sample of N = 22 participants, outcome probability was manipulated by means of precues, feedback valence by means of monetary feedback, and performance incompatibility by means of feedback that induced a match versus mismatch with individuals' performance. We found that the 100% outcome probability condition induced a more negative FN following no-loss than the 50% outcome probability condition. The FN following loss was more negative in the 50% compared to the 100% outcome probability condition. Performance-incompatible loss resulted in a more negative FN than performance-compatible loss. Our results indicate that the self-evaluation of the correctness of responses should be taken into account when the effects of outcome probability and expectation mismatch on FN are investigated. PMID:26783525

The Context Matters: Outcome Probability and Expectation Mismatch Modulate the Feedback Negativity When Self-Evaluation of Response Correctness Is Possible.

PubMed

Leue, Anja; Cano Rodilla, Carmen; Beauducel, André

2015-01-01

Individuals typically evaluate whether their performance and the obtained feedback match. Previous research has shown that feedback negativity (FN) depends on outcome probability and feedback valence. It is, however, less clear to what extent previous effects of outcome probability on FN depend on self-evaluations of response correctness. Therefore, we investigated the effects of outcome probability on FN amplitude in a simple go/no-go task that allowed for the self-evaluation of response correctness. We also investigated effects of performance incompatibility and feedback valence. In a sample of N = 22 participants, outcome probability was manipulated by means of precues, feedback valence by means of monetary feedback, and performance incompatibility by means of feedback that induced a match versus mismatch with individuals' performance. We found that the 100% outcome probability condition induced a more negative FN following no-loss than the 50% outcome probability condition. The FN following loss was more negative in the 50% compared to the 100% outcome probability condition. Performance-incompatible loss resulted in a more negative FN than performance-compatible loss. Our results indicate that the self-evaluation of the correctness of responses should be taken into account when the effects of outcome probability and expectation mismatch on FN are investigated.

The effect of inquiry teaching and advance organizers upon student outcomes in science education

NASA Astrophysics Data System (ADS)

Lott, Gerald W.

Two areas of research were explored in this meta-analysis: comparison of inductive versus deductive teaching approachs, and the use of advance organizers. This study involved the coding of 128 characteristics for 39 studies which spanned the period from 1957 through 1980. The coding variables included 57 which were concerned with features of the treatment while 12 were concerned with outcome attributes. Aspects such as research methodology, sample characteristics, and instructional experiences were examined quantitatively in terms of their relationships to the treatment effects through the use of a common metric for all studies. Mean effect sizes were calculated and reported.

Students' Expectations of the Learning Process in Virtual Reality and Simulation-Based Learning Environments

ERIC Educational Resources Information Center

Keskitalo, Tuulikki

2012-01-01

Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and…

Autonomy-Supportive Teaching and Its Antecedents: Differences between Teachers and Teaching Assistants and the Predictive Role of Perceived Competence

ERIC Educational Resources Information Center

Bennett, Marcus; Ng-Knight, Terry; Hayes, Ben

2017-01-01

Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of desired student outcomes. Therefore, the enhancement of autonomy-supportive teaching is a legitimate focus of efforts to improve student outcomes. In this study, we compared self-reported levels of…

Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations.

PubMed

Ullrich, Charlotte; Mahler, Cornelia; Forstner, Johanna; Szecsenyi, Joachim; Wensing, Michel

2017-04-27

Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master's program. An online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum's module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively. A total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities. The master's program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts.

Marijuana Primes, Marijuana Expectancies, and Arithmetic Efficiency*

PubMed Central

Hicks, Joshua A.; Pedersen, Sarah L.; McCarthy, Denis M.; Friedman, Ronald S.

2009-01-01

Objective: Previous research has shown that primes associated with alcohol influence behavior consistent with specific alcohol expectancies. The present study examined whether exposure to marijuana-related primes and marijuana expectancies interact to produce similar effects. Specifically, the present study examined whether marijuana primes and marijuana expectancies regarding cognitive and behavioral impairment interact to influence performance on an arithmetic task. Method: Two independent samples (N = 260) of undergraduate students (both marijuana users and nonusers) first completed measures of marijuana-outcome expectancies associated with cognitive and behavioral impairment and with general negative effects (Sample 2). Later in the semester, participants were exposed to marijuana-related (or neutral) primes and then completed an arithmetic task. Results: Results from Sample 1 indicated that participants who were exposed to marijuana-themed magazine covers performed more poorly on the arithmetic task if they expected that marijuana would lead to cognitive and behavioral impairment. Results from Sample 2 indicated that, for marijuana users, cognitive and behavioral impairment expectancies, but not expectancies regarding general negative effects, similarly moderated arithmetic performance for participants exposed to marijuana-related words. Conclusions: Results support the hypothesis that the implicit activation of specific marijuana-outcome expectancies can influence cognitive processes. Implications for research on marijuana are discussed. PMID:19371490

Preservice Teachers' Expectations for Schools with Children of Color and Second-Language Learners.

ERIC Educational Resources Information Center

Terrill, Marguerite; Mark, Dianne L. H.

2000-01-01

Investigated preservice teachers' expectations for racially and linguistically diverse students in different school settings. Most respondents were white, with low comfort and safety levels for schools and communities with children of color. Most wanted to teach in white, suburban schools; had little experience teaching minority children; and held…

Rack 'em, pack 'em and stack 'em: challenges and opportunities in teaching large classes in higher education.

PubMed

Kumar, Saravana

2013-01-01

The higher education sector is undergoing tremendous change, driven by complex driving forces including financial, administrative, and organisational and stakeholder expectations. It is in this challenging environment, educators are required to maintain and improve the quality of teaching and learning outcomes while contending with increasing class sizes. Despite mixed evidence on the effectiveness of large classes on student outcomes, large classes continue to play an important part in higher education. While large classes pose numerous challenges, they also provide opportunities for innovative solutions. This paper provides an overview of these challenges and highlights opportunities for innovative solutions.

Learning to Teach and Do

ERIC Educational Resources Information Center

Warren, Thomas L.

2015-01-01

Teaching technical writing without formal training can be daunting. However, there are many resources available that can provide background and materials for teaching. My approach involved reading textbooks and articles not only on approaches to technical writing but also on what students can expect once they complete their education and are…

The Foreign TA: A Guide to Teaching Effectiveness.

ERIC Educational Resources Information Center

Gburek, Janice L., Ed.; Dunnett, Stephen C., Ed.

Articles on teaching effectiveness for foreign teaching assistants (TAs) are presented. Topics include: adapting to the U.S. academic environment, understanding the role of the TA and gaining confidence, anticipating undergraduates' expectations, improving communication skills, and teaching laboratory classes and recitation classes. Titles and…

Spirituality predicts outcome independently of expectancy following flower essence self-treatment.

PubMed

Hyland, Michael E; Geraghty, Adam W A; Joy, Oliver E T; Turner, Scott I

2006-01-01

The aim of this study was to determine whether absorption and spirituality predict the placebo response independently of expectancy. This was an open study of self-treatment with self-selected Bach flower essences. Participants' expectancy of the effect of flower essences, attitudes to complementary medicine, holistic health beliefs, absorption, and spirituality were measured prior to treatment. One month after the start of treatment, participants responded to an e-mail enquiry about symptom change using a single seven-point change scale. One hundred sixteen participants (97 university undergraduates and 19 staff) completed all assessments. Spirituality and absorption together predicted additional variance compared with a cluster of expectancy measures comprising expectancy, attitude to complementary medicine, and holistic beliefs (increment in R(2)=.042, P=.032), and spirituality alone (but not absorption alone) predicted more additional variance than did the expectancy cluster (increment in R(2)=.043, P=.014). Our data are inconsistent with conventional explanations for the placebo effect. The mechanism underlying the placebo response is not fully understood.

Student Evaluation of Teaching Effectiveness: An Assessment of Student Perception and Motivation.

ERIC Educational Resources Information Center

Chen, Yining; Hoshower, Leon B

2003-01-01

Evaluated key factors motivating students to participate in teaching evaluation. Found that students generally consider an improvement in teaching to be the most attractive outcome. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion,…

Outcome of career expectancies and early professional burnout among newly qualified dentists.

PubMed

Gorter, R C; Storm, M K; te Brake, J H M; Kersten, H W; Eijkman, M A J

2007-08-01

To measure burnout development, outcome of expectations with regard to dental career and feelings of being unprepared for practice among newly graduated general dental practitioners. In 1997, 50 dentists were approached to fill in the Maslach Burnout Inventory, Dutch version (UBOS) and some additional variables between six months and one year after graduation at the Academic Centre for Dentistry Amsterdam (ACTA) (76% response). Six years later, in 2003, the same 50 dentists, plus another 60 who had graduated in the same period at ACTA, were approached (78% response). Using Repeated Measures analysis, mean scores of dentists for whom two measurements were available on the three UBOS subscales (N=24) showed no statistically significant changes over six years on Emotional Exhaustion, Depersonalisation, or Personal Accomplishment. The same was true for group means of all in 1997 (N=33) compared with all in 2003 (N=82). However, according to manual criteria, varying percentages (7.2% - 24.4%) of dentists showed an unfavourable level on either one of the UBOS dimensions. Factors most frequently mentioned to be responsible for being unprepared for practice were: law and insurance matters (61.2%), practice organisation (56.6%) and staff management (55.2%). Most frequently reported factors that came out (much) worse than expected were: stressfulness of work (45.1%), and staff management (43.4%). Burnout appears no threat for the average newly qualified dentist. However, some individuals report alarmingly high burnout scores at an early professional stage. Practice management is the professional aspect about which young professionals worry most. It is recommended that dental schools pay attention to practice management skills and the stressfulness of work in the curriculum. Also, longitudinal monitoring of dental students and newly qualified dentists on burnout development is strongly advocated.

Decreasing Bullying Behaviors in Middle School: Expect Respect

ERIC Educational Resources Information Center

Nese, Rhonda N. T.; Horner, Robert H.; Dickey, Celeste Rossetto; Stiller, Brianna; Tomlanovich, Anne

2014-01-01

A nonconcurrent multiple baseline across 3 middle schools was used to assess the impact that teaching all students to follow the" Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect" intervention had on bullying behaviors. The 3 schools were using School-Wide Positive Behavioral Interventions and Supports and…

Patient expectations predict greater pain relief with joint arthroplasty.

PubMed

Gandhi, Rajiv; Davey, John Roderick; Mahomed, Nizar

2009-08-01

We examined the relationship between patient expectations of total joint arthroplasty and functional outcomes. We surveyed 1799 patients undergoing primary hip or knee arthroplasty for demographic data and Western Ontario McMaster University Osteoarthritis Index scores at baseline, 3 months, and 1 year of follow-up. Patient expectations were determined with 3 survey questions. The patients with the greatest expectations of surgery were younger, male, and had a lower body mass index. Linear regression modeling showed that a greater expectation of pain relief with surgery independently predicted greater reported pain relief at 1 year of follow-up, adjusted for all relevant covariates (P < .05). Patient expectation of pain relief after joint arthroplasty is an important predictor of outcomes at 1 year.

Development and validation of the Comprehensive Indoor Tanning Expectations Scale.

PubMed

Noar, Seth M; Myrick, Jessica Gall; Morales-Pico, Brenda; Thomas, Nancy E

2014-05-01

Strong links between indoor tanning behavior and skin cancer have been demonstrated across several studies. Understanding the complex belief systems that underlie indoor tanning in young women is a crucial first step in developing interventions to deter this behavior. To develop and validate a comprehensive, multidimensional, theory-based outcome expectations measure to advance an understanding of the sets of beliefs that underlie indoor tanning behavior among young women. Cross-sectional study comprising a web-based survey of 11 sororities at a large university in the southeastern United States. Study participants (n = 706) were aged 18 to 25 years; 45.3% had tanned indoors in their lifetime and 30.3% in the past year. Intention to tan indoors, frequency of indoor tanning behavior in the past year, and indoor tanner type (nontanner, former tanner, or current tanner). A comprehensive scale assessing indoor tanning outcome expectations was developed. In total, 6 positive outcome expectations factors and 5 negative outcome expectations factors were identified. These subscales were reliable (coefficient α range, 0.86-0.95) and were significantly (mostly at P < .001) correlated with a set of established measures, including appearance motivation, indoor tanning attitudes and norms, and intention to tan indoors. Examination of subscales across the 3 indoor tanning groups also revealed significant (P < .001) differences on all 11 subscales. Current tanners had the most positive and least negative perceptions about indoor tanning, while nontanners had the most negative and least positive perceptions. Former tanners tended to fall in between these 2 groups. The 2 subscales with the largest differences across the groups were mood enhancement (positive outcome expectation) and psychological/physical discomfort (negative outcome expectation). Multiple linear regression analyses demonstrated several outcome expectations subscales to be significantly associated with

Teaching Quality and Learning Creativity in Technical and Vocational Schools

NASA Astrophysics Data System (ADS)

Kembuan, D. R. E.; Rompas, P. T. D.; Mintjelungan, M.; Pantondate, T.; Kilis, B. M. H.

2018-02-01

The purpose of this study is to obtain information about the teacher quality of teaching and learning creativity with the outcomes of student learning in a vocational high school in Indonesia. This research is a survey research. The sample used in this research is 50 teachers, selected by simple random sampling. Data were analyzed by using correlation analysis. The findings of this study are as follows: (1) There is a significant and positive correlation between teacher quality of teaching with the outcomes of student learning at the vocational high school; (2) There is a significant and positive correlation between learning creativity with the outcomes of student learning at the vocational high school, and (3) there is a significant and positive correlation between the teacher quality of teaching and learning creativity with the outcomes of student learning at the school. That is, if the use of appropriate the teacher quality of teaching and learning creativity, then the outcomes of student learning at the school. Finally it can be concluded that to improve the outcomes of student learning, it has to be followed by an improvement of teacher quality of teaching and learning creativity.

Outcomes of an antimicrobial control program in a teaching hospital.

PubMed

Gentry, C A; Greenfield, R A; Slater, L N; Wack, M; Huycke, M M

2000-02-01

The clinical outcomes and cost-effectiveness of an antimicrobial control program (ACP) were studied. The impact of an ACP in a teaching hospital was analyzed by comparing clinical outcomes and intravenous antimicrobial costs over two two-year periods, the two years before the program and the first two years after the program's inception. Admission baseline data, length of stay, mortality, and readmission rates were gathered for each patient. Patients were identified by using the International Classification of Diseases. Multivariate logistic regression models were constructed for mortality and for lengths of stay of 12 or more days. The acquisition costs of intravenous antimicrobial agents for the second baseline year and the entire program period were tabulated and compared. The average daily inpatient census was determined. The ACP was associated with a 2.4-day decrease in length of stay and a reduction in mortality from 8.28% to 6.61%. Rates of readmission for infection within 30 days of discharge remained about the same. Inpatient pharmacy costs other than intravenous antimicrobials decreased an average of only 5.7% over the two program years, but the acquisition cost of intravenous antimicrobials for both program years yielded a total cost saving of $291,885, a reduction of 30.8%. The institution's average daily census fell 19% between the second baseline year and the second program year. An ACP directed by a clinical pharmacist trained in infectious diseases was associated with improvements in inpatient length of stay and mortality. The ACP decreased intravenous antimicrobial costs and facilitated the approval process for restricted and nonformulary antimicrobial agents.

The Development and Validation of the Client Expectations of Massage Scale

PubMed Central

Boulanger, Karen T.; Campo, Shelly; Glanville, Jennifer L.; Lowe, John B; Yang, Jingzhen

2012-01-01

Background: Although there is evidence that client expectations influence client outcomes, a valid and reliable scale for measuring the range of client expectations for both massage therapy and the behaviors of their massage therapists does not exist. Understanding how client expectations influence client outcomes would provide insight into how massage achieves its reported effects. Purpose: To develop and validate the Client Expectations of Massage Scale (CEMS), a measure of clients’ clinical, educational, interpersonal, and outcome expectations. Setting: Offices of licensed massage therapists in Iowa. Research Design: A practice-based research methodology was used to collect data from two samples of massage therapy clients. For Sample 1, 21 volunteer massage therapists collected data from their clients before the massage. Factor analysis was conducted to test construct validity and coefficient alpha was used to assess reliability. Correlational analyses with the CEMS, previous measures of client expectations, and the Life Orientation Test–Revised were examined to test the convergent and discriminant validity of the CEMS. For Sample 2, 24 massage therapists distributed study materials for clients to complete before and after a massage therapy session. Structural equation modeling was used to assess the construct, discriminant, and predictive validity of the CEMS. Participants: Sample 1 involved 320 and Sample 2 involved 321 adult massage clients. Intervention: Standard care provided by licensed massage therapists. Main Outcomes: Numeric Rating Scale for pain and Positive and Negative Affect Schedule–Revised (including the Serenity subscale). Results: The CEMS demonstrated good construct, convergent, discriminant and predictive validity, and adequate reliability. Client expectations were generally positive toward massage and their massage therapists. Positive outcome expectations had a positive effect on clients’ changes in pain and serenity. High

Smoking topography and outcome expectancies among individuals with schizotypy

PubMed Central

Stewart, Diana W.; Vinci, Christine; Adams, Claire E.; Cohen, Alex S.; Copeland, Amy L.

2013-01-01

Compared to smokers in the general population, smokers with schizophrenia smoke more cigarettes per day and have higher nicotine dependence and biochemical indicators of nicotine intake. They also have more intense smoking topography and greater positive smoking expectancies. Little is known about the relationship between smoking and schizotypy, defined as the personality organization reflecting a vulnerability to schizophrenia-spectrum pathology. This study assessed schizotypy symptoms, smoking characteristics and behaviors, and smoking expectancies in young adults with psychometrically defined schizotypy and demographically matched controls without schizotypy. Smokers with schizotypy had higher nicotine dependence and smoked more cigarettes per week compared to control smokers. They were also more likely to endorse greater positive consequences (i.e., improved state enhancement, stimulation, social facilitation, taste/sensorimotor manipulation, reduced negative affect and boredom) and fewer negative consequences of smoking. Smokers with schizotypy and control smokers did not differ on smoking topography or carbon monoxide levels. This is the first known study to investigate relationships between these smoking-related variables in smokers with schizotypy. Individuals with schizotypy possessed certain smoking-related characteristics and smoking expectancies similar to those with schizophrenia. This offers preliminary insight into unique smoking-related factors among individuals with schizotypy and highlights the importance of continued research in this area. PMID:23261186

Family Correlates of Daughter's and Son's Locus of Control Expectancies during Childhood

ERIC Educational Resources Information Center

Tully, Erin C.; Gray, Jackson M.; Goodman, Sherryl H.; Nowicki, Stephen, Jr.

2016-01-01

Children who expect they can bring about good outcomes and avoid bad outcomes tend to experience more personal successes. Little is known about factors that contribute to these "control expectancies". The purpose of the present study was to determine whether children's internal control expectancies occur in the context of parents'…

Beyond Expectations in Music Performance Modules in Higher Education: Rethinking Instrumental and Vocal Music Pedagogy for the Twenty-First Century

ERIC Educational Resources Information Center

Simones, Lilian Lima

2017-01-01

Music performance in the higher educational context is shaped by a reciprocal chain of interactions between students, part-time tutors and full-time teaching staff, each with specific expectations about the teaching and learning process. Such expectations can provide valuable insights not only for designing and implementing meaningful educational…

The Smoking Abstinence Questionnaire: Measurement of smokers’ abstinence-related expectancies

PubMed Central

Hendricks, Peter S.; Wood, Sabrina B.; Baker, Majel R.; Delucchi, Kevin L.; Hall, Sharon M.

2011-01-01

AIM To develop and validate a measure of smokers’ expectancies for the abstinence process upon quitting smoking: the Smoking Abstinence Questionnaire (SAQ). DESIGN Principal component analysis and other psychometric analyses of self-report data. SETTING San Francisco, California. PARTICIPANTS 507 adult smokers of at least 10 cigarettes per day diverse in gender, sexual orientation, and ethnoracial status. MEASUREMENTS The primary measure was a draft version of the SAQ. Additional measures assessed a variety of other smoking-related constructs. FINDINGS Principal component analyses revealed 10 factors of the SAQ: Withdrawal, Social Improvement/Nonsmoker Identity, Adverse Outcomes, Treatment Effectiveness, Common Reasons, Barriers to Treatment, Social Support, Optimistic Outcomes, Coffee Use, and Weight Gain. The SAQ factors demonstrated internal consistencies ranging from .62 to .85 and were associated with tobacco dependence, motivation to quit, abstinence self-efficacy, withdrawal symptoms, dietary restraint, shape and weight concern, and tobacco use expectancies. The SAQ predicted smoking-related constructs above and beyond tobacco use expectancies, suggesting that abstinence-related expectancies and tobacco use expectancies are distinct from one another. CONCLUSIONS A newly developed questionnaire, the SAQ, appears to reliably capture smokers’ expectancies for abstinence (Withdrawal, Social Improvement/Nonsmoker Identity, Adverse Outcomes, Common Reasons, Optimistic Outcomes, Coffee Use, and Weight Gain) and expectancies related to the success of a quit attempt (Treatment Effectiveness, Barriers to Treatment, and Social Support). It remains to be seen how far any of these expectancies predict attempts to quit, withdrawal, treatment utilization and response, and quitting success above and beyond existing measures. PMID:21205053

The role of helplessness, outcome expectation for exercise and literacy in predicting disability and symptoms in older adults with arthritis.

PubMed

Bhat, Anita A; DeWalt, Darren A; Zimmer, Catherine R; Fried, Bruce J; Callahan, Leigh F

2010-10-01

To examine the effect of outcome expectation for exercise (OEE), helplessness, and literacy on arthritis outcomes in 2 community-based lifestyle randomized controlled trials (RCTs) conducted in urban and rural communities with older adults with arthritis. Data from 391 participants in 2 RCTs were combined to examine associations of 2 psychosocial variables: helplessness and OEE, and literacy with arthritis outcomes. Arthritis outcomes namely, the Health Assessment Questionnaire-Disability Index (HAQ-DI) and arthritis symptoms pain, fatigue and stiffness Visual Analogue Scales (VAS), were measured at baseline and at the end of the interventions. Complete baseline and post-intervention data were analyzed using STATA version 9. Disability after intervention was not predicted by helplessness, literacy, or OEE in the adjusted model. Arthritis symptoms after the intervention were all significantly predicted by helplessness at various magnitudes in adjusted models, but OEE and literacy were not significant predictors. When literacy, helplessness, and OEE were examined as predictors of arthritis outcomes in intervention trials, they did not predict disability. However, helplessness predicted symptoms of pain, fatigue, and stiffness, but literacy did not predict symptoms. Future sustainable interventions may include self-management components that address decreasing helplessness to improve arthritis outcomes. (c) 2009 Elsevier Ireland Ltd. All rights reserved.

What do patients expect from treatment with Dental Implants? Perceptions, expectations and misconceptions: a multicenter study.

PubMed

Yao, Jie; Li, Ming; Tang, Hua; Wang, Peng-Lai; Zhao, Yu-Xiao; McGrath, Colman; Mattheos, Nikos

2017-03-01

While research in terms of patient-centered care in implant therapy is growing, few studies have investigated patients' initial perceptions prior to consultation with the implant dentist. The aim of this cross-sectional study was to capture patients' initial information level, perceptions, as well as expectations from the implant therapy. A 34-item questionnaire was developed to investigate patients' preoperative information, perceptions and expectations from treatment with Dental Implants. The study was conducted in three locations (Hong Kong, SiChuan and JiangSu) during 2014-2015 with 277 patients. The main information source about implant therapy was the dentist or hygienist for less than half of the patients (n = 113, 42%). About 62.8% of participants considered that they were in general informed about implants, but only 17.7% felt confident with the information they had. More than 30% of the sample appeared to maintain dangerous misperceptions about Dental Implants: "Dental Implants require less care than natural teeth"; "Treatment with Dental Implants is appropriate for all patients with missing teeth"; "Dental Implants last longer than natural teeth"; and "Treatments with Dental Implants have no risks or complications." Patients were divided when asked whether "Dental Implants are as functional as natural teeth" (agreement frequency = 52.7%). Expectations from treatment outcome were commonly high, while there was a significant correlation between the overall mean of perception scores and outcome expectation scores (r = 0.32, P < 0.001). Overall, younger subjects (<45 years) and those with higher education level (bachelor and postgraduate) tended to present more realistic perceptions and lower outcome expectations. The majority of patients in this study presented relatively realistic perceptions. However, an alarming portion of the sample presented with inaccurate perceptions and unrealistic expectations, which the dental team would need to diagnose

Teaching Young Children Effectively

ERIC Educational Resources Information Center

Brophy, Jere E.; Evertson, Carolyn M.

2010-01-01

Process-product research in which the investigator observes in teachers' classrooms and tries to relate process measures of teaching behavior to product measures of student outcome has face validity appeal and common sense logic. This research approach appears to be the simplest and most direct way to identify teaching behaviors which discriminate…

An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education

ERIC Educational Resources Information Center

Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

2015-01-01

The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…

Confirmation of Expectations and Satisfaction with Hospital Information Systems: A Nursing Perspective.

PubMed

Ayatollahi, Haleh; Langarizadeh, Mostafa; Chenani, Habib

2016-10-01

This study aimed to compare nurses' satisfaction with, and expectations of, hospital information systems in two teaching hospitals. This was a survey study, which was completed in 2014. The potential participants were 267 nurses who worked in two teaching hospitals and used the same hospital information system. Data were collected using two questionnaires. Both questionnaires were examined in terms of content validity and reliability. The results showed that, for a majority of nurses, their expectations of the system were not met in either hospital. Moreover, there was a significant association between the nurses' expectations and the perceived usefulness of the systems ( p < 0.001), between the nurses' expectations and their satisfaction with the systems ( p < 0.001), and between the perceived usefulness and nurses' satisfaction with the systems ( p < 0.001). The results suggested that, apart from the technical issues of implementing clinical information systems, non-technical factors should be taken into account. Among them, the nature of clinical tasks and the organizational culture require more attention to allow a successful system to be designed and implemented.

Early childhood teachers' self-efficacy toward teaching science: Outcomes of professional development

NASA Astrophysics Data System (ADS)

Clark, Sarah

The teaching of science in the early childhood classrooms has slowly been decreasing. As the years have passed, the subject of science has been put on the backburner while mathematics and language arts have taken center stage in the educational system. Early childhood teachers need to find ways to integrate science with other subjects in order to ensure children are receiving a well-rounded and full education. The purpose of this study was to determine the effectiveness of professional development on teachers' efficacy in teaching science. Volunteer teachers completed the Weisgram and Bigler scale (TWBS) pre and post training, in order to determine their self-efficacy toward teaching science, they also completed pre- and post- concept maps about their knowledge of teaching science, and a demographic questionnaire. Findings indicate the training provided was effective in increasing teachers' knowledge of teaching science. Teachers who had an increase in science teaching knowledge were also found to feel more efficacious about teaching science after completing the training and an academic year of implementing science lessons in their classrooms. There was not a relationship between teacher demographics and their science-teaching efficacy. This means that the demographics of participants in this study were not influential on teachers' efficacy, but professional development workshops enabled teachers to gain more knowledge about teaching as well as increase their efficacy about teaching science.

Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2018-05-01

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

Teaching & Learning in the Community College.

ERIC Educational Resources Information Center

O'Banion, Terry; And Others

Based on the premise that the purpose of teaching is to help students make passionate connections to learning, this book presents information on the context of teaching and learning in the community college, model practices and programs, and outcomes of effective teaching for teachers and institutions. The following 16 chapters are provided: (1)…

Contextual Considerations in Communicative Language Teaching.

ERIC Educational Resources Information Center

Takala, Sauli

Ten years of intensive research and development in foreign language teaching in Finland have resulted in a foreign language curriculum with a communicative orientation and textbooks to accompany it. Another outcome of this work was a realization of the complexity of language teaching, which led to models of the language teaching process. One such…

Patients' expectations of asthma treatment.

PubMed

Mancuso, Carol A; Rincon, Melina; Robbins, Laura; Charlson, Mary E

2003-12-01

A multicomponent model has been developed to explain patients' unmet expectations of medical care. The model proposes that expectations are related to patients' personal experiences with illness, perceived vulnerability to disease, transmitted knowledge, and perceived severity of disease. The objective of this cross-sectional study was to determine whether this model can be applied to patients' unrealistic expectations of treatment outcomes, specifically expecting to be cured of asthma. In total, 230 patients observed in a primary care practice in New York City were interviewed in person with open-ended questions about their expectations of asthma treatment. Responses were analyzed with qualitative techniques to generate categories of expectations. Patients had a mean age of 41 +/- 11 years, 21% were white, 30% African American, 42% Latino, and 7% other groups. Major categories of expectations were generated from patients' responses and included symptom relief (expected by 52%), cure (36%), improved physical function (21%), and improved psychological well-being (15%). The category of expecting a cure was assessed with patients' responses to the following items representing components of the model: 1) resource utilization and medication requirements for asthma (representing severity of disease); 2) perceived quality of asthma care and satisfaction with care (representing past asthma experiences); 3) the Asthma Self-Efficacy Scale (representing perceived vulnerability to exacerbations); and 4) experiences of social network contacts with asthma and the Check Your Asthma IQ survey (representing transmitted knowledge). In bivariate analysis, patients who expected a cure were more likely to be Latino or Native American or Asian (p = 0.02), to have never required oral corticosteroids (p = 0.004), to be dissatisfied with the status of their asthma (p = 0.008), to know others who were limited by asthma (p = 0.03), to have worse Asthma Self-Efficacy Scale scores (p = 0

Insight into the Chemistry Skills Gap: The Duality between Expected and Desired Skills

ERIC Educational Resources Information Center

Kondo, Anne E.; Fair, Justin D.

2017-01-01

Results from an employer survey that examines the skills gap that exists for students majoring in chemistry are presented. Employers expect candidates with technical abilities but desire those who possess strong interprofessional skills. Although employers do not expect students to have had explicit teaching and application of interprofessional…

A patient-centered electronic tool for weight loss outcomes after Roux-en-Y gastric bypass.

PubMed

Wood, G Craig; Benotti, Peter; Gerhard, Glenn S; Miller, Elaina K; Zhang, Yushan; Zaccone, Richard J; Argyropoulos, George A; Petrick, Anthony T; Still, Christopher D

2014-01-01

BACKGROUND. Current patient education and informed consent regarding weight loss expectations for bariatric surgery candidates are largely based on averages from large patient cohorts. The variation in weight loss outcomes illustrates the need for establishing more realistic weight loss goals for individual patients. This study was designed to develop a simple web-based tool which provides patient-specific weight loss expectations. METHODS. Postoperative weight measurements after Roux-en-Y gastric bypass (RYGB) were collected and analyzed with patient characteristics known to influence weight loss outcomes. Quantile regression was used to create expected weight loss curves (25th, 50th, and 75th %tile) for the 24 months after RYGB. The resulting equations were validated and used to develop web-based tool for predicting weight loss outcomes. RESULTS. Weight loss data from 2986 patients (2608 in the primary cohort and 378 in the validation cohort) were included. Preoperative body mass index (BMI) and age were found to have a high correlation with weight loss accomplishment (P < 0.0001 for each). An electronic tool was created that provides easy access to patient-specific, 24-month weight loss trajectories based on initial BMI and age. CONCLUSIONS. This validated, patient-centered electronic tool will assist patients and providers in patient teaching, informed consent, and postoperative weight loss management.

Are Student Evaluations of Teaching Effectiveness Valid for Measuring Student Learning Outcomes in Business Related Classes? A Neural Network and Bayesian Analyses

ERIC Educational Resources Information Center

Galbraith, Craig S.; Merrill, Gregory B.; Kline, Doug M.

2012-01-01

In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find…

Student and Instructor Expectations of Community College Instructors.

ERIC Educational Resources Information Center

Twa, R. James

Little research has been done to define effective teaching in the junior college. This study was designed to produce empirical data on the expectations held by the adult education, occupational education, and transfer students and their instructor counterparts for the instructor in his role as director of learning. To elicit the desired data, the…

"Survivor: Satis House"--Creating Classroom Community while Teaching Dickens in a Reality-TV World

ERIC Educational Resources Information Center

Bucolo, Joe

2011-01-01

Engaging 9th grade students in contemporary reality-show parodies based on "Great Expectations," the author helps students explore the intricacies of Charles Dickens's novel. In "Stay Tuned for Our Next Episode: Teaching 'Great Expectations' in Installments," the author highlighted the benefits of teaching "Great Expectations" in installments, as…

Reflections of a Latina Student-Teacher: Refusing Low Expectations for Latina/o Students

ERIC Educational Resources Information Center

Cavazos, Alyssa G.

2009-01-01

This narrative provides a personal account of the author's student-teaching experience in a primarily Latina/o high school. In an analysis of the journal in which observations were during the experience, the following themes emerged: (a) high expectations before the semester, (b) conflicting messages, (c) teachers' expectations for standard…

The human anatomy teacher-scholar: Meeting the expectations of educational outcomes research, course content innovation, and textbook innovation for educational scholarship

NASA Astrophysics Data System (ADS)

Eckel, Christine Marie

A human anatomy teacher-scholar is a scholar whose area of expertise includes content knowledge of the anatomical sciences (gross anatomy, histology, embryology, and/or neuroanatomy) and whose research interests and focus are centered in medical educational outcomes. The projects described in this dissertation represent endeavors I engaged in to become a human anatomy teacher-scholar. These projects included: (1) prospectively testing a hypothesis, and performing outcomes assessment in a field for which little data (theory) exist (dissection guide educational research project), (2) creating innovative course content that bridged disciplines (cadaver autopsy project), and (3) composing original teaching material for a specific audience (human anatomy laboratory manual). The training of a human anatomy teacher-scholar emphasizes knowledge acquisition in both the basic sciences (particularly gross anatomy) and in educational outcomes research methodology and theory. Therefore, human anatomy teacher-scholars are positioned to create innovative course content and materials and assess the innovations to guide future efforts. These are important skills for faculty members involved in the education of medical students in the U.S. as the medical education system in the U.S. continues to evolve.

Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century

ERIC Educational Resources Information Center

Martin, Joseph Gregory

2016-01-01

This explanatory mixed-methods study is focused on the sustainability of the triple-threat model of teaching found at elite American boarding schools. In this model, faculty members are expected to teach, coach, and perform residential duties as part of their contract. While elite boarding schools have been researched in recent years, no research…

The relationship between posttraumatic stress disorder and smoking outcome expectancies among U.S. military veterans who served since September 11, 2001.

PubMed

Calhoun, Patrick S; Levin, Holly F; Dedert, Eric A; Johnson, Yashika; Beckham, Jean C

2011-06-01

Posttraumatic stress disorder (PTSD) is associated with increased rates of smoking although little is known regarding the mechanisms underlying this relationship. The current study examined expectations about smoking outcomes among smokers with and without PTSD. The sample included 96 veterans (mean age of 34 years) and included 17% women and 50% racial minorities. Smoking expectancies were measured with the Smoking Consequences Questionnaire-Adult (Copeland, Brandon, & Quinn, 1995). Consistent with previous work suggesting that smokers with PTSD smoke in an effort to reduce negative affect, unadjusted analyses indicated that smokers with PTSD (n = 38) had higher expectations that smoking reduces negative affect than smokers without PTSD (d = 0.61). Smokers with PTSD also had increased expectancies associated with boredom reduction (d = 0.48), stimulation (d = 0.61), taste/sensorimotor manipulation aspects of smoking (d = 0.73), and social facilitation (d = 0.61). Results of hierarchical linear regression analyses indicated that PTSD symptom severity was uniquely associated with these expectancies beyond the effects of gender and nicotine dependence. More positive beliefs about the consequences of smoking may increase risk of continued smoking among those with PTSD who smoke. Further understanding of smoking expectancies in this group may help in developing interventions tailored for this vulnerable population. Published 2011. This article is a US Government work and is in the public domain in the USA.

Physician Expectations of Treatment Outcomes for Patients With Brain Metastases Referred for Whole Brain Radiotherapy

DOE Office of Scientific and Technical Information (OSTI.GOV)

Barnes, Elizabeth A., E-mail: toni.barnes@sunnybrook.c; Chow, Edward; Tsao, May N.

2010-01-15

Purpose: Patients with advanced cancer are referred to our Rapid Response Radiotherapy Program for quick access to palliative radiotherapy. The primary objective of this prospective study was to determine the physician expectations of the treatment outcomes for patients with brain metastases referred for whole brain radiotherapy (WBRT). The secondary objectives were to determine the factors influencing the expectations and to examine the accuracy of the physician-estimated patient survival. Methods and Materials: Patients were identified during a 17-month period. The referring physicians were sent a survey by facsimile to be completed and returned before the patient consultation. Information was sought onmore » the patient's disease status, the physician's expectations of WBRT, the estimated patient survival and performance status, and physician demographic data. Results: A total of 137 surveys were sent out, and the overall response rate was 57.7%. The median patient age was 66 years (range, 35-87), 78.5% had multiple brain metastases, 42.3% had a controlled primary tumor, and 62.3% had extracranial disease. WBRT was thought to stabilize neurologic symptoms, improve quality of life, and allow for a Decadron (dexamethasone) taper by >=94.9% of the referring physicians; 87.0% thought WBRT would improve performance status; 77.9% thought it would improve neurologic symptoms; and 40.8% thought it would improve survival. The referring physicians estimated patient survival as a median of 6.0 months; however, the actual survival was a median of 2.5 months, for a median individual difference of 1.9 months (p < .0001). Conclusion: Physicians referring patients with brain metastases for consideration of WBRT are often overly optimistic when estimating the clinical benefit of the treatment and overestimate patient survival. These findings highlight the need for education and additional research in this field.« less

Expectancies as core features of mental disorders.

PubMed

Rief, Winfried; Glombiewski, Julia A; Gollwitzer, Mario; Schubö, Anna; Schwarting, Rainer; Thorwart, Anna

2015-09-01

Expectancies are core features of mental disorders, and change in expectations is therefore one of the core mechanisms of treatment in psychiatry. We aim to improve our understanding of expectancies by summarizing factors that contribute to their development, persistence, and modification. We pay particular attention to the issue of persistence of expectancies despite experiences that contradict them. Based on recent research findings, we propose a new model for expectation persistence and expectation change. When expectations are established, effects are evident in neural and other biological systems, for example, via anticipatory reactions, different biological reactions to expected versus unexpected stimuli, etc. Psychological 'immunization' and 'assimilation', implicit self-confirming processes, and stability of biological processes help us to better understand why expectancies persist even in the presence of expectation violations. Learning theory, attentional processes, social influences, and biological determinants contribute to the development, persistence, and modification of expectancies. Psychological interventions should focus on optimizing expectation violation to achieve optimal treatment outcome and to avoid treatment failures.

Association Between Teaching Status and Mortality in US Hospitals

PubMed Central

Burke, Laura G.; Frakt, Austin B.; Khullar, Dhruv; Orav, E. John

2017-01-01

Importance Few studies have analyzed contemporary data on outcomes at US teaching hospitals vs nonteaching hospitals. Objective To examine risk-adjusted outcomes for patients admitted to teaching vs nonteaching hospitals across a broad range of medical and surgical conditions. Design, Setting, and Participants Use of national Medicare data to compare mortality rates in US teaching and nonteaching hospitals for all hospitalizations and for common medical and surgical conditions among Medicare beneficiaries 65 years and older. Exposures Hospital teaching status: major teaching hospitals (members of the Council of Teaching Hospitals), minor teaching hospitals (other hospitals with medical school affiliation), and nonteaching hospitals (remaining hospitals). Main Outcomes and Measures Primary outcome was 30-day mortality rate for all hospitalizations and for 15 common medical and 6 surgical conditions. Secondary outcomes included 30-day mortality stratified by hospital size and 7-day mortality and 90-day mortality for all hospitalizations as well as for individual medical and surgical conditions. Results The sample consisted of 21 451 824 total hospitalizations at 4483 hospitals, of which 250 (5.6%) were major teaching, 894 (19.9%) were minor teaching, and 3339 (74.3%) were nonteaching hospitals. Unadjusted 30-day mortality was 8.1% at major teaching hospitals, 9.2% at minor teaching hospitals, and 9.6% at nonteaching hospitals, with a 1.5% (95% CI, 1.3%-1.7%; P < .001) mortality difference between major teaching hospitals and nonteaching hospitals. After adjusting for patient and hospital characteristics, the same pattern persisted (8.3% mortality at major teaching vs 9.2% at minor teaching and 9.5% at nonteaching), but the difference in mortality between major and nonteaching hospitals was smaller (1.2% [95% CI, 1.0%-1.4%]; P < .001). After stratifying by hospital size, 187 large (≥400 beds) major teaching hospitals had lower adjusted overall 30-day

Health students' expectations of the ideal educational environment: a qualitative research.

PubMed

Aghamolaei, Teamur; Shirazi, Mandana; Dadgaran, Ideh; Shahsavari, Hooman; Ghanbarnejad, Amin

2014-10-01

Educational environment is an important determinant of students' behavior and its elements are associated with academic achievement and course satisfaction. The aim of this study was to determine students' expectations of the ideal educational environment. This was a qualitative study with content analysis approach. Using a theoretical sampling method, we selected eight students from Health School of Hormozgan University of Medical Sciences, studying health education, public health, environmental health, occupational health and medical entomology. To collect data, semi-structured interviews were used and continued until reaching data saturation. Qualitative content analysis was used to analyze the data. Students' expectations of the ideal educational environment emerged in four main themes including school atmosphere, teaching, human aspects (with three subthemes including teachers, students, and school staff) and non-human aspects (with two subthemes including educational equipment and physical environment). Educational environment is a multidimensional issue and to achieve an ideal educational environment, educational planners should meet the students' expectations of the school atmosphere, teaching, teachers, students, school staff, educational equipment and physical environment.

Health students’ expectations of the ideal educational environment: a qualitative research

PubMed Central

AGHAMOLAEI, TEAMUR; SHIRAZI, MANDANA; DADGARAN, IDEH; SHAHSAVARI, HOOMAN; GHANBARNEJAD, AMIN

2014-01-01

Introduction: Educational environment is an important determinant of students’ behavior and its elements are associated with academic achievement and course satisfaction. The aim of this study was to determine students’ expectations of the ideal educational environment. Methods: This was a qualitative study with content analysis approach. Using a theoretical sampling method, we selected eight students from Health School of Hormozgan University of Medical Sciences, studying health education, public health, environmental health, occupational health and medical entomology. To collect data, semi-structured interviews were used and continued until reaching data saturation. Qualitative content analysis was used to analyze the data. Results: Students' expectations of the ideal educational environment emerged in four main themes including school atmosphere, teaching, human aspects (with three subthemes including teachers, students, and school staff) and non-human aspects (with two subthemes including educational equipment and physical environment). Conclusion: Educational environment is a multidimensional issue and to achieve an ideal educational environment, educational planners should meet the students' expectations of the school atmosphere, teaching, teachers, students, school staff, educational equipment and physical environment. PMID:25512939

Retroperitoneal laparoscopic pyeloplasty in children: long-term outcome and critical analysis of 10-year experience in a teaching center.

PubMed

Blanc, Thomas; Muller, Cecile; Abdoul, Hendy; Peev, Stoyen; Paye-Jaouen, Annabel; Peycelon, Matthieu; Carricaburu, Elisabeth; El-Ghoneimi, Alaa

2013-03-01

Laparoscopic pyeloplasty in children remains controversial and is not included in most pediatric urology centers because of technical difficulties and lack of long-term results. To critically analyze our 10-yr experience with the retroperitoneal approach (RA), with a particular interest on the impact of the learning curve in a teaching center. Patients who underwent pyeloplasty between 1999 and 2010 at our institution were reviewed (n=390). The diagnosis of ureteropelvic junction obstruction was confirmed by ultrasound and technetium Tc 99m mercaptoacetyltriglycine-3 renal scan or magnetic resonance imaging; the same criteria were used to evaluate the outcome. The lateral RA was selected in children >1 yr of age without abnormal migration or fusion of the kidney (n=104). Dismembered pyeloplasty and anastomosis were performed using running monofilament 5-0 or 6-0 absorbable suture. All were drained by double-J stent except 20 cases drained by external transanastomotic stent. We assessed intra- and postoperative morbidity and analyzed the teaching of technique and learning curve. Data are expressed as medians and interquartile range (25th, 75th percentiles) for quantitative variables. Median age was 6.2 yr (2.2-10.3). Thirty-three patients had crossing vessels. Median operative time was 185 min (160-235). Median hospital stay was 2 d (1-2). Redo pyeloplasty was needed in only two children (2%). Median follow-up was 2.1 yr (1.4-4.1). Operative time was <3 h after 35 cases. After 30 cases performed by the same surgeon, standardization of the technique was feasible, which helped in the teaching process because 50% of the final 30 cases were done by trainees. Retroperitoneal dismembered laparoscopic pyeloplasty is a safe, reliable, and efficient procedure with an excellent outcome in selected children according to their indications and age, and the experience of the surgical team. Even if the transmission to trainees is successful, it is still a long learning process and

Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.

PubMed

Wentzel, Kathryn R

2002-01-01

This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.

Teaching Vocabulary through Movement: What Are the Outcomes for Children?

ERIC Educational Resources Information Center

Skoning, Stacey N.; Wegner, Theresa; Mason-Williams, Loretta

2017-01-01

Although past literature regarding the use of dance and creative movement to teach content has been supportive, it has been primarily anecdotal in nature. This study provided a systematic approach to evaluating the relationship between the use of dance and creative movement to teach character-trait vocabulary and students' understanding of those…

The development and validation of the client expectations of massage scale.

PubMed

Boulanger, Karen T; Campo, Shelly; Glanville, Jennifer L; Lowe, John B; Yang, Jingzhen

2012-01-01

Although there is evidence that client expectations influence client outcomes, a valid and reliable scale for measuring the range of client expectations for both massage therapy and the behaviors of their massage therapists does not exist. Understanding how client expectations influence client outcomes would provide insight into how massage achieves its reported effects. To develop and validate the Client Expectations of Massage Scale (CEMS), a measure of clients' clinical, educational, interpersonal, and outcome expectations. Offices of licensed massage therapists in Iowa. A practice-based research methodology was used to collect data from two samples of massage therapy clients. For Sample 1, 21 volunteer massage therapists collected data from their clients before the massage. Factor analysis was conducted to test construct validity and coefficient alpha was used to assess reliability. Correlational analyses with the CEMS, previous measures of client expectations, and the Life Orientation Test-Revised were examined to test the convergent and discriminant validity of the CEMS. For Sample 2, 24 massage therapists distributed study materials for clients to complete before and after a massage therapy session. Structural equation modeling was used to assess the construct, discriminant, and predictive validity of the CEMS. Sample 1 involved 320 and Sample 2 involved 321 adult massage clients. Standard care provided by licensed massage therapists. Numeric Rating Scale for pain and Positive and Negative Affect Schedule-Revised (including the Serenity subscale). The CEMS demonstrated good construct, convergent, discriminant and predictive validity, and adequate reliability. Client expectations were generally positive toward massage and their massage therapists. Positive outcome expectations had a positive effect on clients' changes in pain and serenity. High interpersonal expectations had a negative effect on clients' changes in serenity. Client expectations contribute to

Response expectancy versus response hope in predicting birth-related emotional distress and pain.

PubMed

Anton, Raluca; David, Daniel

2013-01-01

Response expectancies and response hopes have been shown to be two distinct constructs with important implications for nonvolitional outcomes. More specifically, studies show that response expectancies: (1) are sufficient to cause nonvolitional outcomes, (2) are not mediated by other psychological variables, and (3) are self-confirming while seemingly automatic. A new programmatic research line has differentiated between people's response expectancies and their response hopes regarding nonvolitional outcomes and showed that even if response hope and response expectancy are separate constructs, they are not unrelated. These concepts have not yet been studied in pregnant women. Moreover, determining the causal factors that best explain the variance of emotional distress and pain in pregnancy is of great importance. Thus, the aim of this study was to investigate the interrelations between response expectancy and response hope in pregnant women with respect to (1) emotional distress prior to giving birth and (2) pain during giving birth. Additionally, self-reported labor hours were analyzed as a secondary outcome. Results show that response expectancy for pain directly predicts pain, and that the discrepancy between response hopes and response expectancies is a strong predictor of investigated outcomes. Thus, our results support the idea that preventive psychological interventions for pregnant women should emphasize adjusting response expectancies and response hopes regarding the pain and emotional distress associated with giving birth. We believe that the results have both theoretical and practical implications and the topic deserves further investigation.

Reflective Teaching in EFL Classes: An Overview

ERIC Educational Resources Information Center

Salmani Nodoushan, Mohammad Ali

2011-01-01

Since the beginning of the 20th century, professionals in language teaching have strived for ways that could guarantee better outcomes in language teaching classes. Different methods were used mostly in the first half of that century. Then some language teaching professionals moved beyond methods with the hope of gaining greater results. In one…

Teaching with technology: learning outcomes for a combined dental and dental hygiene online hybrid oral histology course.

PubMed

Gadbury-Amyot, Cynthia C; Singh, Amul H; Overman, Pamela R

2013-06-01

Among the challenges leaders in dental and allied dental education have faced in recent years is a shortage of well-qualified faculty members, especially in some specialty areas of dentistry. One proposed solution has been the use of technology. At the University of Missouri-Kansas City School of Dentistry, the departure of a faculty member who taught the highly specialized content in oral histology and embryology provided the opportunity to implement distance delivery of that course. The course is taught once a year to a combined group of dental and dental hygiene students. Previous to spring semester of 2009, the course was taught using traditional face-to-face, in-class lectures and multiple-choice examinations. During the spring semesters of 2009, 2010, and 2011, the course was taught using synchronous and asynchronous distance delivery technology. Outcomes for these courses (including course grades and performance on the National Board Dental Examination Part I) were compared to those from the 2006, 2007, and 2008 courses. Students participating in the online hybrid course were also given an author-designed survey, and the perceptions of the faculty member who made the transition from teaching the course in a traditional face-to-face format to teaching in an online hybrid format were solicited. Overall, student and faculty perceptions and student outcomes and course reviews have been positive. The results of this study can provide guidance to those seeking to use technology as one method of curricular delivery.

The effect of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya

NASA Astrophysics Data System (ADS)

Nthiga, Peter Rugano

This study examined the effects of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya using mixed methods in data collection and analysis. Collaborating with two teacher educators at Central University, I designed and implemented two multimedia case-based intervention lessons, one with prospective chemistry teachers and the other with prospective physics teachers. I determined the changes in self-efficacy beliefs using a pretest and posttest with the Science Teaching Efficacy Beliefs Instrument (STEBI) for N=41 participants. I also collected data using a worksheet during the intervention lesson. When the prospective teachers went for their field practice, I sampled eight of them for in depth interviews to determine what they drew on from the intervention lesson during their classroom teaching. I used Roth McDuffie's et al. (2014) framing to categorize the comments that the prospective teachers made on the worksheet into the four lenses of teacher, students, task or power and participation. I used paired sample t-test to determine the changes in self-efficacy beliefs and then developed profiles of the prospective teachers from the in depth interviews. The results revealed that prospective teachers paid more attention to the actions of the teacher and paid less attention to students' activities. Their attention to the task was predominantly about the cognitive level of the task and almost always focused on the errors they noted. The prospective teacher noticing using the power and participation lens was not clearly delineable from the teacher lens, because most instructional activities that led to more participation were teacher actions. Science teaching efficacy beliefs has two constructs: personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). The PSTE scores were very high at 4.46 out of five on the pretest, and 4.41 on posttest. There was a decrease in the mean scores, but the change was

Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

NASA Astrophysics Data System (ADS)

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-11-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.

Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

PubMed Central

Yu, Tzu-Chieh; Wilson, Nichola C; Singh, Primal P; Lemanu, Daniel P; Hawken, Susan J; Hill, Andrew G

2011-01-01

Introduction International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice. Objective To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. Method A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes. Results From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. Conclusions Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest

Matching Pupils and Teachers to Maximize Expected Outcomes.

ERIC Educational Resources Information Center

Ward, Joe H., Jr.; And Others

To achieve a good teacher-pupil match, it is necessary (1) to predict the learning outcomes that will result when each student is instructed by each teacher, (2) to use the predicted performance to compute an Optimality Index for each teacher-pupil combination to indicate the quality of each combination toward maximizing learning for all students,…

You Can't Teach Me: Exploring Academic Resistance to Teaching Development

ERIC Educational Resources Information Center

Deaker, Lynley; Stein, Sarah J.; Spiller, Dorothy

2016-01-01

Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive.…

Gender, Teaching and Academic Promotions in Higher Education

ERIC Educational Resources Information Center

Subbaye, Reshma; Vithal, Renuka

2017-01-01

Teaching is increasingly being considered for inclusion in academic promotions in a number of universities. This raises questions about how teaching is appraised in relation to research; and which teaching criteria contribute to promotions outcomes. This article investigates these questions from a gender perspective by statistically analysing the…

5 CFR 7301.102 - Prior approval for outside teaching, speaking and writing.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Prior approval for outside teaching... approval for outside teaching, speaking and writing. (a) Before engaging in outside teaching, speaking or... that the outside teaching, speaking or writing is not expected to involve conduct prohibited by statute...

Research and Teaching: Undergraduate Science Learners Show Comparable Outcomes Whether Taught by Undergraduate or Graduate Teaching Assistants

ERIC Educational Resources Information Center

Chapin, Hannah C.; Wiggins, Benjamin L.; Martin-Morris, Linda E.

2014-01-01

Peer educators can be a powerful addition to classroom learning environments. Traditionally, the university science teaching model relies on graduate teaching assistants (GTAs) to provide instruction in laboratory class sessions, but there is increasing evidence that undergraduate TAs (UTAs) can fill an equivalent role. A comparison of student…

Expect the best, prepare for the worst: surgeon and patient expectation of the outcome of primary total hip and knee replacement.

PubMed Central

Moran, M.; Khan, A.; Sochart, D. H.; Andrew, G.

2003-01-01

A cross-sectional study of 100 surgeons and 370 patients awaiting primary total hip or knee replacement was carried out. Oxford hip or knee score questionnaires were sent to the surgeons and patients. They were asked to predict the level of symptoms expected 6 months following surgery. The Oxford scores derive a value of 12-60, with a greater score indicating worsening symptoms. The mean pre-operative score was 45.12 for the hip patients and 42.96 for the knee patients, and the patients expected this to drop to 23.70 and 25.66, respectively, 6 months' postoperatively. This was a significant difference for both groups. The surgeons expected the patients to have a mean postoperative score of 20.91 for the hip group and 22.19 for the knee group. The surgeons' scores were significantly lower than those from the patients. There was a significant difference between the patients' and surgeons' expectations of the results of total knee and hip replacement surgery. The surgeons expected better results than the patients. We believe that this is the first study that directly compares surgeon and patient expectations of lower limb arthroplasty. PMID:12831497

Assessing Education Program Learning Outcomes

ERIC Educational Resources Information Center

Bahous, Rima; Nabhani, Mona

2011-01-01

Teacher education programs help teachers gain knowledge and skills, develop "new" attitudes, and impact their beliefs about teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon of existing teacher preparation programs, findings of this study could greatly contribute…

What motivates residents to teach? The Attitudes in Clinical Teaching study.

PubMed

Dotters-Katz, Sarah; Hargett, Charles W; Zaas, Aimee K; Criscione-Schreiber, Lisa G

2016-07-01

Graduate medical trainees have a critical role in the teaching of other trainees. Improving their teaching requires an understanding of their attitudes towards teaching and their motivation to teach. Both have been incompletely explored in this population. We aimed to better understand graduate medical trainees' attitudes towards teaching and motivation to teach in the clinical setting in order to inform modifications to resident-as-teacher (RAT) programmes and enhance teaching practices. We applied Q methodology, an established sorting method, to identify and quantify the factors that have an impact on trainees' engagement in teaching. We invited house officers at our institution to rank-order 47 statements regarding their attitudes to and motivation for teaching. Respondents explained their Q-sort rankings in writing and completed a demographic questionnaire. By-person factor analysis yielded groups of individuals with similar attitudes. One hundred and seven trainees completed the Q-sort. We found three primary groups of attitudes towards teaching in the clinical setting: enthusiasm, reluctance and rewarded. Enthusiastic teachers are committed and make time to teach. Teaching increases their job satisfaction. Reluctant teachers have enthusiasm but are earlier in training and feel limited by clinical workload and unprepared. Rewarded teachers feel teaching is worthwhile and derive satisfaction from the rewards and recognition they receive for teaching. This improved understanding of common attitudes shared by groups of residents will help curriculum designers create RAT programmes to further reinforce and encourage attitudes that promote teaching as well as improve trainees' motivation to teach. Designing RAT programmes that acknowledge the attitudes to and motivations for teaching should help develop effective teachers to improve educational outcomes. Directed efforts to enhance motivation for reluctant teachers and encourage more positive attitudes in rewarded

Family (Dis)Advantage and Life Course Expectations*

PubMed Central

Johnson, Monica Kirkpatrick; Hitlin, Steven

2016-01-01

Optimistic assessments of life chances can positively influence life outcomes, but conflicting theories suggest these assessments either reflect structural privilege or develop as a result of childhood hardship. In addition, competing hypotheses suggest that these assessments may matter differently depending on who holds them. We examine whether family socioeconomic status shapes adolescents’ expectations about how successful their lives will turn out. We distinguish generalized life expectations (GLE), capturing anticipated success in life across multiple domains, from intergenerational comparative expectations (ICE), which register expectations about improvement relative to observed success within the respondent’s family lineage. We find that adolescents from higher socioeconomic status families are simultaneously more optimistic about their likely success in life (GLE) but less likely to anticipate relative improvement in life success across generations (ICE). Holding high GLE in combination with low ICE predicted doing better in adulthood across a range of health, attainment, and well-being outcomes, though in most cases high GLE, regardless of ICE, was the key. These beneficial patterns are, for the most part, at least as beneficial for socioeconomically disadvantaged youth as they are for advantaged youth. PMID:28408766

Converting customer expectations into achievable results.

PubMed

Landis, G A

1999-11-01

It is not enough in today's environment to just meet customers' expectations--we must exceed them. Therefore, one must learn what constitutes expectations. These needs have expanded during the past few years from just manufacturing the product and looking at the outcome from a provincial standpoint. Now we must understand and satisfy the entire supply chain. To manage this process and satisfy the customer, the process now involves the supplier, the manufacturer, and the entire distribution system.

Incorporating coping into an expectancy framework for explaining drinking behaviour.

PubMed

Hasking, Penelope A; Oei, Tian P S

2008-01-01

Expectancy Theory has offered much in the way of understanding alcohol use and abuse, and has contributed greatly to prevention and treatment initiatives. However although many cognitive-behavioural treatment approaches are based on expectancy constructs, such as outcome expectancies and self-efficacy, high relapse rates imply that expectancy theory may be too narrow in scope, and that additional variables need to be examined if a comprehensive understanding of drinking behaviour, and better treatment outcomes, are to be achieved. We suggest that the coping strategies an individual employs present one such set of variables that have largely been neglected from an expectancy framework. Although coping skills training is routinely used in prevention and treatment of alcohol problems, coping research has suffered from a poor theoretical framework. In this paper we review the existing research relating expectancies, self-efficacy and coping to drinking behaviour and propose a model which explains both social and dependent drinking, by incorporating coping into an expectancy theory framework. We also outline research and clinical implications of the proposed model.

TH-E-201-03: A Radiology Resident’s Perspectives of Physics Teaching

DOE Office of Scientific and Technical Information (OSTI.GOV)

Key, A.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

Social Studies and Grade Level Content Expectations in Michigan

ERIC Educational Resources Information Center

DeChano-Cook, Lisa M.

2012-01-01

In 2007 the Michigan Department of Education (MDOE) unveiled Social Studies Grade Level Content Expectations (GLCEs) that went into implementation during the 2008-2009 academic year. The purpose of this research was to examine social studies teaching in grades K-8 and what effects, if any, the GLCEs had on the curriculum in these grades.…

Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course

ERIC Educational Resources Information Center

Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B.

2015-01-01

An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base…