23 results
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2. Conspiracy in Senior School Mathematics
- Author
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Mathematics Education Research Group of Australasia and Brown, Paul
- Abstract
Research across five countries has identified inability to pay attention to mathematical detail -- the discipline of noticing -- is an issue in senior secondary school mathematics teachers. The test and questionnaire completed by an Australian cohort further identifies a reluctance to employ non-routine questions in assessments, with teachers concerned about damaging the trust relationship they enjoy with their students. As teachers fail to demonstrate strong ability in non-routine written test questions themselves, this paper questions whether there exists a 'conspiracy' between teachers and their students to avoid scrutiny of conceptual understanding.
- Published
- 2018
3. Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments
- Author
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Steinmann, Isa, Braeken, Johan, and Strietholt, Rolf
- Abstract
This study investigates consistent and inconsistent respondents to mixed-worded questionnaire scales in large-scale assessments. Mixed-worded scales contain both positively and negatively worded items and are universally applied in different survey and content areas. Due to the changing wording, these scales require a more careful reading and answering process than scales with only one type of wording (Marsh, 1986; Schmitt & Stults, 1985). Especially poor readers might not notice the changing item wording (Marsh, 1986). Therefore, using mixed-worded scales can have unintended consequences, because not all respondents answer positively and negatively worded items in a consistent way. This study assumes and aims to identify two distinct groups of respondents to mixed-worded scales, consistent and inconsistent respondents. We argue that this population heterogeneity underlies the common phenomenon of wording-related effects in mixed-worded scales (Gnambs & Schroeders, 2017; Marsh, 1986). We investigated five datasets from three large-scale assessments. At first we included n = 4,799 15-year-old students from the USA who were surveyed in PISA (Programme for International Student Assessment) 2015, second n = 5,943 fourth-graders from Australia who participated in both TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) 2011, and third n = 4,989 fifth- and n = 4,791 ninth-graders from Germany who participated in NEPS (National Educational Panel Study) in 2010/2011 and 2014/2015. The mixed-worded scales measured the reading self-concept in PISA and PIRLS, the mathematics self-concept in TIMSS, and the global self-esteem in NEPS. In order to identify two unobserved groups of respondents to the different mixed-worded scales, we formulated a constrained factor mixture model (e.g., Masyn et al., 2010) that operationalized these two assumed classes of respondents. We modeled the consistent class to show a response pattern that implies changing the side of the response scale (i.e. agree with positively worded items and disagree with negatively worded items or vice versa) and the inconsistent class to show the same response pattern to both item types (i.e. agreeing or disagreeing to all items). The findings of this study have different implications for the use of mixed-worded questionnaire scales in large-scale assessments as well as for future research in the field of interactions between survey instruments and respondents. The study further connects two strands of previously unrelated research, research on the detection of inconsistent/careless respondents and research on the reasons for unexpected item intercorrelation patterns in mixed-worded scales. In all five datasets, the estimated parameter patterns were in line with theoretical expectations and the mixture models consistently outperformed more traditional two-dimensional confirmatory factor analysis models. Between 7% and 20% of respondents were found to belong to the inconsistent classes. To further substantiate and validate the interpretation of the proposed model, class membership was related to a theoretically relevant characteristic of the respondents, the reading achievement. Conform with expectations, the reading achievement scores were lower in the classes of inconsistent respondents than in the classes of consistent respondents in all five datasets.
- Published
- 2021
4. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.
- Published
- 2016
5. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
- Author
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Palmer, W. P.
- Abstract
The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
- Published
- 1996
6. The Changing Academic Profession in International Comparative and Quantitative Perspectives. Report of the International Conference on the Changing Academic Profession Project, 2008. RIHE International Seminar Reports. No.12
- Author
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Hiroshima University, Research Institute for Higher Education (Japan)
- Abstract
This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.
- Published
- 2008
7. Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education
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Kordts-Freudinger, Robert
- Abstract
The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.
- Published
- 2017
8. Extending Engineering Practice Research with Shared Qualitative Data
- Author
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Trevelyan, James
- Abstract
Research on engineering practice is scarce and sharing of qualitative research data can reduce the effort required for an aspiring researcher to obtain enough data from engineering workplaces to draw generalizable conclusions, both qualitative and quantitative. This paper describes how a large shareable qualitative data set on engineering practices was accumulated from 350 interviews and 12 field studies performed by the principal investigator and by students conducting PhD and capstone research projects. Ethical research practice required that sharing and reuse of qualitative data be considered from the start. The researchers' interests and methods were aligned to maintain sufficient consistency to support subsequent analysis and re-analysis of data. Analysis helped to answer questions of fundamental significance for engineering educators: what do engineers do, and why are the performances of engineering enterprises so different in South Asia compared with similar enterprises in Australia? Analysis also demonstrated the overwhelming significance of technical collaboration in engineering practice. Conceiving engineering practice as a series of technical collaboration performances requires a more elaborate understanding of social interactions than is currently the case in engineering schools. Another finding is that global engineering competency could be better described in terms of "working with people who collaborate differently". Research helped to demonstrate that formal treatment of technical collaboration in an engineering curriculum could help avoid student misconceptions about engineering practice that hinder their subsequent engineering performances.
- Published
- 2016
9. Transition between Primary and Secondary School: Why It Is Important and How It Can Be Supported
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Hanewald, Ria
- Abstract
This paper identifies and critiques literature on the experience of transition between primary and secondary school; how and why it is seen as critical and in what ways it can be supported. The aim of this literature review is to remind readers of this important period on the lives of young people and the diverse range of issues which they face. There is general consensus in the literature that well-designed and implemented transition approaches can assist in the process of supporting students, their families and school staff. Teachers are crucial in supporting children and young people moving in, between and out of school and making these transitions positive experiences. Therefore, pre-service teacher education needs to include awareness and understanding of the main issues in relation to transition. Teacher educators need to consider how they can incorporate transition programs and strategies in their courses to ensure that graduate teachers have the skills and knowledge to mediate some of the pressures that their students are facing when dealing with transitions. (Contains 1 figure.)
- Published
- 2013
10. Becoming Bilingual: Children's Insights about Making Friends in Bilingual Settings
- Author
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McLeod, Sharynne, Verdon, Sarah, and Theobald, Maryanne
- Abstract
The majority of the world speaks more than one language, yet the impact of learning a second language has rarely been studied from a child's perspective. This paper describes monolingual children's insights into becoming bilingual at four time points: 2 months before moving to another country (while living in Australia), as well as 1, 6, and 12 months after moving to Germany. The participants were two monolingual English-speaking siblings (a male aged 7-8 years and a female aged 9-10 years) who subsequently learned to speak German. At each of the four time points, interviews were undertaken with each child using child-friendly drawing and questionnaire techniques. Three themes were identified: (1) the children's awareness of language competence, (2) inclusion factors, and (3) exclusion factors that influenced friendship formation. The impact of language ability on making friends was a dominant theme that arose across the four time points and was triangulated across data collection methods. The children made friends with others who had similar language competence in German, even though they were younger, and did not share the same first language. Age-matched peers who were more competent in German were less likely to be described as friends. Across all three themes, the playground was highlighted by both children as the key site where becoming bilingual most strongly impacted initiation and negotiation of friendships. Becoming bilingual impacted the children's friendship formation and socialisation opportunities with more competent language users.
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- 2015
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11. Developing best practice for cooperative and work-integrated education: Lessons from Germany, Australia and South Korea.
- Author
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REINHARD, KARIN, WYNDER, MONTE, and WOO-SEUNG KIM
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ABILITY ,COMPARATIVE studies ,COOPERATIVENESS ,EMPLOYMENT ,EXPERIENCE ,FOCUS groups ,RESEARCH methodology ,NURSING students ,QUESTIONNAIRES ,STUDENTS ,GRADUATE education ,TRAINING - Abstract
Universities around the world face a common challenge - producing graduates with the necessary practical skills for employment. Cooperative education and work-integrated learning (WIL) make a valuable contribution to increasing graduate employability, however, there are differences in the level of cooperation from industry and government commitment. A comparative study of WIL in Germany, Australia, and South Korea, focusing predominantly on three universities, showed differences in the approaches to achieving practical experience and increasing graduate employability. The data underlying the research was derived from questionnaires, a focus group session, and the development of a descriptive, multi-case study. This allowed comparisons and contrasts between the three universities to be identified. The results and conclusions outlined in this paper aim to highlight best practice in cooperative education and WIL and provide recommendations for the future development of cooperative education, in order to improve graduate employability. [ABSTRACT FROM AUTHOR]
- Published
- 2020
12. A psychometric systematic review of self-report instruments to identify anxiety in pregnancy.
- Author
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Evans, Kerry, Spiby, Helen, and Morrell, C. Jane
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CINAHL database ,INFORMATION storage & retrieval systems ,MEDICAL databases ,MEDICAL information storage & retrieval systems ,PSYCHOLOGY information storage & retrieval systems ,LONGITUDINAL method ,RESEARCH methodology ,EVALUATION of medical care ,MEDLINE ,PRENATAL care ,PSYCHOLOGICAL tests ,PSYCHOMETRICS ,QUESTIONNAIRES ,RESEARCH evaluation ,RESEARCH funding ,SELF-evaluation ,SYSTEMATIC reviews ,ANXIETY disorders ,CROSS-sectional method ,PREGNANCY ,DIAGNOSIS - Abstract
Aims To report a systematic review of the psychometric properties of self-report instruments to identify the symptoms of anxiety in pregnancy to help clinicians and researchers select the most suitable instrument. Background Excessive anxiety in pregnancy is associated with adverse birth outcomes, developmental and behavioural problems in infants and postnatal depression. Despite recommendations for routine psychological assessment in pregnancy, the optimal methods to identify anxiety in pregnancy have not been confirmed. Design Psychometric systematic review. Data sources A systematic literature search of the multiple databases (1990-September 2014). Review methods Identification of self-report instruments to measure anxiety in pregnancy using COSMIN guidelines to assess studies reporting a psychometric evaluation of validity and reliability. Results Thirty-two studies were included. Studies took place in the UK, Australia, Belgium, Canada, Germany, Italy, Scandinavia, Spain and the Netherlands. Seventeen different instruments were identified. Measures of validity were reported in 19 papers and reliability in 16. The overall quality of the papers was rated as fair to excellent using the COSMIN checklist. Only one paper scored excellent in more than one category. Conclusion Many instruments have been adapted for use in different populations to those for which they were designed. The State Trait Anxiety Inventory, Edinburgh Postnatal Depression Scale and the Hospital Anxiety and Depression Scale have been tested more frequently than other instruments, yet require further assessment to confirm their value for use in pregnancy. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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13. Deriving health utilities from the MacNew Heart Disease Quality of Life Questionnaire.
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Chen, Gang, McKie, John, Khan, Munir A., and Richardson, Jeff R.
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CORONARY heart disease treatment ,QUALITY of life ,ALGORITHMS ,STATISTICAL correlation ,GOODNESS-of-fit tests ,NONPARAMETRIC statistics ,QUESTIONNAIRES ,REGRESSION analysis ,RESEARCH funding ,STATISTICAL sampling ,STATISTICS ,SURVEYS ,VISUAL analog scale ,INTER-observer reliability ,DATA analysis software ,MANN Whitney U Test ,KRUSKAL-Wallis Test - Abstract
Introduction: Quality of life is included in the economic evaluation of health services by measuring the preference for health states, i.e. health state utilities. However, most intervention studies include a disease-specific, not a utility, instrument. Consequently, there has been increasing use of statistical mapping algorithms which permit utilities to be estimated from a disease-specific instrument. The present paper provides such algorithms between the MacNew Heart Disease Quality of Life Questionnaire (MacNew) instrument and six multi-attribute utility (MAU) instruments, the Euroqol (EQ-5D), the Short Form 6D (SF-6D), the Health Utilities Index (HUI) 3, the Quality of Wellbeing (QWB), the 15D (15 Dimension) and the Assessment of Quality of Life (AQoL-8D). Methods: Heart disease patients and members of the healthy public were recruited from six countries. Non-parametric rank tests were used to compare subgroup utilities and MacNew scores. Mapping algorithms were estimated using three separate statistical techniques. Results: Mapping algorithms achieved a high degree of precision. Based on the mean absolute error and the intra class correlation the preferred mapping is MacNew into SF-6D or 15D. Using the R squared statistic the preferred mapping is MacNew into AQoL-8D. Implications for research: The algorithms reported in this paper enable MacNew data to be mapped into utilities predicted from any of six instruments. This permits studies which have included the MacNew to be used in cost utility analyses which, in turn, allows the comparison of services with interventions across the health system. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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14. Current Practices, Experiences, and Views in Clinical Hypnosis: Findings of an International Survey.
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Palsson, Olafur S., Kekecs, Zoltan, De Benedittis, Giuseppe, Moss, Donald, Elkins, Gary R., Terhune, Devin B., Varga, Katalin, Shenefelt, Philip D., and Whorwell, Peter J.
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PROFESSIONAL practice ,SOCIAL workers ,SOCIAL media ,HYPNOTISM ,PSYCHOLOGISTS ,VIDEOCONFERENCING ,EXPERIENCE ,ATTITUDES toward illness ,QUESTIONNAIRES ,RESEARCH funding ,DATA analysis software ,NEWSLETTERS ,PHYSICIANS ,EMAIL - Abstract
An online survey of 691 clinicians who use hypnosis was conducted in 31 countries to gain a broad real-world picture of current practices, views, and experiences in clinical hypnosis. Among 36 common clinical uses, stress reduction, wellbeing and self-esteem-enhancement, surgery preparations, anxiety interventions, mindfulness facilitation, and labor and childbirth applications were the most frequently rated as highly effective (each by ≥70% of raters) in the clinicians' own experience. Adverse hypnosis-associated effects had been encountered by 55% of clinicians but were generally short-lived and very rarely judged as serious. The most common hypnosis approaches used were Ericksonian (71%), hypnotic relaxation therapy (55%), and traditional hypnosis (50%). Almost all respondents reported regularly using other therapeutic modalities alongside hypnosis. Among a range of client variables potentially affecting therapy, most clinicians rated hypnotist-client rapport (88%) and client motivation (75%) as very or extremely important factors for successful hypnotherapy. The majority of respondents had conducted hypnosis treatment via teletherapy, and 54% of those estimated it to be as effective as in-person treatment. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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15. Social engagement for mental health: An international survey of older populations.
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Yen, Hsin‐Yen, Chi, Mei‐Ju, and Huang, Hao‐Yun
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SOCIAL participation ,GENDER role ,STATISTICS ,CONFIDENCE ,CROSS-sectional method ,SOCIAL networks ,MENTAL health ,POPULATION geography ,SATISFACTION ,REGRESSION analysis ,SURVEYS ,COMPARATIVE studies ,PHYSICAL activity ,T-test (Statistics) ,LONELINESS ,MENTAL depression ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,PEOPLE with disabilities ,SOCIODEMOGRAPHIC factors ,DATA analysis ,DATA analysis software ,SECONDARY analysis ,EDUCATIONAL attainment ,OLD age - Abstract
Background and purpose: Social engagement is an important active aging strategy to promote older adults' mental health. The purposes of this study were to compare social engagement in older populations around the world and explore associations with mental health outcomes. Materials and methods: An international cross‐sectional survey was conducted from 2017 to 2019. Data were retrieved from The International Social Survey Programme for a secondary data analysis across 30 countries. This study applied the Taxonomy of Social Activities and its six levels as operational definitions for a consistent concept of social engagement for international comparisons. Results: In total, 9403 older adults with a mean age of 72.85 ± 6.40 years responded. The highest levels of older adults' social engagement were found in Switzerland, Thailand, and New Zealand. Older adults of a higher age, with a lower educational level, who were permanently sick or disabled, who had no partner, who were widowed or whose civil partner had died, who lived alone, and who had lower self‐placement in society had significantly lower social engagement than did their counterparts. In the regression model, older adults' social engagement positively predicted general health, self‐accomplishment, and life satisfaction, but negatively predicted loneliness and depression. Conclusions: In aging societies worldwide, encouraging older adults' social engagement would be beneficial to promote mental health. Implications for nursing practice and health policies: Community professional nurses can develop strategies of social engagement based on the needs and sociodemographic factors of older adults to improve their mental health. Developing efficient strategies and local policies by learning from successful experiences in other countries is important to promote social engagement in aging societies. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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16. International survey of audiologists during the COVID-19 pandemic: effects on mental well-being of audiologists.
- Author
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Bennett, Rebecca J., Manchaiah, Vinay, Eikelboom, Robert H., Badcock, Johanna C., and Swanapoel, De Wet
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ANXIETY diagnosis ,DIAGNOSIS of mental depression ,MENTAL depression risk factors ,WELL-being ,WORK environment ,SOCIAL support ,HEALTH services accessibility ,SELF-evaluation ,AGE distribution ,CROSS-sectional method ,POPULATION geography ,WORLD health ,MEDICAL personnel ,RISK assessment ,SEX distribution ,JOB security ,LONELINESS ,EMPLOYMENT ,QUESTIONNAIRES ,DISEASE prevalence ,DESCRIPTIVE statistics ,PSYCHOSOCIAL factors ,CHI-squared test ,INDUSTRIAL hygiene ,AUDIOLOGISTS ,ANXIETY ,OCCUPATIONAL health services ,DATA analysis software ,POPULATION health ,COVID-19 pandemic ,TELEMEDICINE ,MENTAL health services ,PSYCHOLOGICAL distress - Abstract
The aim of the study was to examine the mental well-being of audiologists in the midst of the COVID-19 pandemic. A cross-sectional online survey was conducted during the COVID-19 pandemic, between 23 June and 13 August 2020. A self-report survey included screening measures for psychological distress (PHQ-4: anxiety and depression) and loneliness (UCLA-3). 239 audiologists from around the world. The prevalence of psychological distress was 12.1% (subscales for anxiety 16.3% and depression 10.4%), and loneliness 32.2%. Depression and loneliness were higher in those participants self-reporting perceived job insecurity, with psychological distress (anxiety and depression) higher in those from South Africa. Accessibility to Employee Assistance Programs (EAPs) appears to be a protective factor. Well-being interventions, such as EAPS, are needed to support audiologists during challenging times like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]
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- 2022
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17. "Spontaneous" late recovery from stuttering: Dimensions of reported techniques and causal attributions.
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Neumann, Katrin, Euler, Harald A., Zens, Rebekka, Piskernik, Bernhard, Packman, Ann, St. Louis, Kenneth O., Kell, Christian A., Amir, Ofer, Blomgren, Michael, Boucand, Véronique Aumont, Eggers, Kurt, Fibiger, Steen, Fourches, Audrey, Franken, Marie-Christine J.P., and Finn, Patrick
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STUTTERING , *AGE distribution , *ATTRIBUTION (Social psychology) , *CONTENT analysis , *CONVALESCENCE , *QUESTIONNAIRES , *SELF-evaluation , *SEX distribution , *T-test (Statistics) , *PATIENTS' attitudes , *DESCRIPTIVE statistics , *MANN Whitney U Test , *THERAPEUTICS - Abstract
• Techniques for late spontaneous recovery from stuttering clustered into six strategies. • The strategies reflect components of established treatments and naïve explanations. • Causal attributions of recovery clustered into three implicit theories about recovery. • Knowledge about strategies and implicit theories may help to improve treatment. (1) To survey the employed techniques and the reasons/occasions which adults who had recovered from stuttering after age 11 without previous treatment reported as causal to overcome stuttering, (2) to investigate whether the techniques and causal attributions can be reduced to coherent (inherently consistent) dimensions, and (3) whether these dimensions reflect common therapy components. 124 recovered persons from 8 countries responded by SurveyMonkey or paper-and-pencil to rating scale questions about 49 possible techniques and 15 causal attributions. A Principal Component Analysis of 110 questionnaires identified 6 components (dimensions) for self-assisted techniques (Speech Restructuring; Relaxed/Monitored Speech; Elocution; Stage Performance; Sought Speech Demands; Reassurance; 63.7% variance explained), and 3 components of perceived causal attributions of recovery (Life Change, Attitude Change, Social Support; 58.0% variance explained). Two components for self-assisted techniques (Speech Restructuring; Elocution) reflect treatment methods. Another component (Relaxed/Monitored Speech) consists mainly of items that reflect a common, non-professional understanding of effective management of stuttering. The components of the various perceived reasons for recovery reflect differing implicit theories of causes for recovery from stuttering. These theories are considered susceptible to various biases. This identification of components of reported techniques and of causal attributions is novel compared to previous studies who just list techniques and attributions. The identified dimensions of self-assisted techniques and causal attributions to reduce stuttering as extracted from self-reports of a large, international sample of recovered formerly stuttering adults may guide the application of behavioral stuttering therapies. [ABSTRACT FROM AUTHOR]
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- 2019
- Full Text
- View/download PDF
18. An international study of analgesic dependence among people with pain in the general population.
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Said, Omimah, Elander, James, and Maratos, Frances A.
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ANALGESICS ,DRUG addiction ,PAIN ,QUESTIONNAIRES ,SELF-evaluation ,WORLD health ,POPULATION health ,PSYCHOLOGY of drug abusers - Abstract
Background: Overuse of and dependence on analgesics (including opioids and other pain medications) are major international public health problems. Objective: To identify influences on analgesic dependence among analgesic users in the general populations of different countries. Methods: Online surveys of 1,283 people with pain in the UK, USA, Australia, Germany, Egypt and China/Macau/Hong Kong. Results: Levels of analgesic overuse and dependence were highest in Egypt and lowest in China/Macau/Hong Kong. In every country except Egypt, frequency of pain and frequency of analgesic use were correlated with analgesic dependence, and scores on the Need subscale of the Pain Medication Attitudes Questionnaire (PMAQ) independently predicted analgesic dependence. In the UK, USA, Australia, and Germany, frequency of analgesic use mediated the effects of pain frequency or intensity, and Need scores mediated the effects of frequency of analgesic use. In Egypt, more recent pain, analgesic overuse, and the Emotion and Solicitude subscales of the Survey of Pain Attitudes independently predicted analgesic dependence. Conclusions: Across multiple countries, the impact of pain on analgesic dependence was mediated by frequency of analgesic use rather than overuse or abuse, and self-reported need for analgesics was the strongest independent predictor of dependence. Asking people directly about their feelings of needing analgesics could therefore identify those who could be helped to use analgesics less frequently, which should reduce their risk of dependence. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
19. The International Parenting Survey: Rationale, Development, and Potential Applications.
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Morawska, Alina, Filus, Ania, Haslam, Divna, and Sanders, Matthew R.
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CHILD development ,CHILD behavior ,TEST validity ,EXPERIMENTAL design ,RESEARCH methodology ,PARENT-child relationships ,PSYCHOMETRICS ,QUESTIONNAIRES ,RESEARCH evaluation ,SELF-efficacy ,SURVEYS ,PARENT attitudes ,PARENTING education - Abstract
The quality of parent-child interactions and family relationships has a powerful influence on children's development and well-being. The International Parenting Survey (IPS) is a brief, web-based survey developed to provide a cross-national, community-level, population snapshot of the experiences of parents related to raising children. The IPS was developed as a planning tool to assist policy makers and community agencies plan, implement, and evaluate parenting programs and as a tracking tool to evaluate parenting support programs in different countries. We report the preliminary psychometric properties of the IPS on various domains of measurement in an international sample of over 9,000 parents. Moderate to high reliabilities were obtained for all domains of measurement. High internal consistency reliabilities (α = .88-.97) were obtained for the domains of children's behavior and emotional maladjustment, for parental self-efficacy, parental distress and parental beliefs. Moderate levels of reliabilities (α = .52-.83) were obtained for domains of parental consistency, coercive parenting, positive encouragements, and parent-child relationships. Overall, the measure appears to have satisfactory reliability justifying further psychometric validation studies in population level studies of parenting. Examples of uses of the IPS are described and directions for future research and policy explored. [ABSTRACT FROM AUTHOR]
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- 2019
- Full Text
- View/download PDF
20. Out-of-pocket healthcare expenditure and chronic disease -- do Australians forgo care because of the cost?
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Callander, Emily J., Corscadden, Lisa, and Levesque, Jean-Frederic
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MENTAL depression ,MENTAL health services ,MENTAL illness ,OBSTRUCTIVE lung diseases ,CHRONIC diseases ,ASTHMA ,ANXIETY disorders ,COMPARATIVE studies ,CONFIDENCE intervals ,PULMONARY emphysema ,HEALTH services accessibility ,INTERVIEWING ,MEDICAL care costs ,HEALTH policy ,PROBABILITY theory ,QUESTIONNAIRES ,REGRESSION analysis ,STATISTICAL sampling ,STATISTICS ,SURVEYS ,LOGISTIC regression analysis ,SAMPLE size (Statistics) ,EDUCATIONAL attainment ,CROSS-sectional method ,DESCRIPTIVE statistics ,ODDS ratio ,ECONOMICS - Abstract
Although we do know that out-of-pocket healthcare expenditure is relatively high in Australia, little is known about what health conditions are associated with the highest out-of-pocket expenditure, and whether the cost of healthcare acts as a barrier to care for people with different chronic conditions. Cross-sectional analysis using linear and logistic regression models applied to the Commonwealth Fund international health policy survey of adults aged 18 years and over was conducted in 2013. Adults with asthma, emphysema and chronic obstructive pulmonary disease (COPD) had 109% higher household out-of-pocket healthcare expenditure than did those with no health condition (95% CI: 50-193%); and adults with depression, anxiety and other mental health conditions had 95% higher household out-of-pocket expenditure (95% CI: 33-187%). People with a chronic condition were also more likely to forego care because of cost. People with depression, anxiety and other mental health conditions had 7.65 times higher odds of skipping healthcare (95% CI: 4.13-14.20), and people with asthma, emphysema and chronic obstructive pulmonary disease had 6.16 times higher odds of skipping healthcare (95% CI: 3.30-11.50) than did people with no health condition. People with chronic health conditions in Canada, the United Kingdom, Germany, France, Norway, Sweden and Switzerland were all significantly less likely to skip healthcare because of cost than were people with a condition in Australia. The out-of-pocket cost of healthcare in Australia acts as a barrier to accessing treatment for people with chronic health conditions, with people with mental health conditions being likely to skip care. Attention should be given to the accessibility and affordability of mental health services in Australia. [ABSTRACT FROM AUTHOR]
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- 2017
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21. Personal values and political activism: A cross-national study.
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Vecchione, Michele, Schwartz, Shalom H., Caprara, Gian Vittorio, Schoen, Harald, Cieciuch, Jan, Silvester, Jo, Bain, Paul, Bianchi, Gabriel, Kirmanoglu, Hasan, Baslevent, Cem, Mamali, Catalin, Manzi, Jorge, Pavlopoulos, Vassilis, Posnova, Tetyana, Torres, Claudio, Verkasalo, Markku, Lönnqvist, Jan‐Erik, Vondráková, Eva, Welzel, Christian, and Alessandri, Guido
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POLITICAL participation ,QUESTIONNAIRES ,SURVEYS ,VALUES (Ethics) - Abstract
Using data from 28 countries in four continents, the present research addresses the question of how basic values may account for political activism. Study 1 ( N = 35,116) analyses data from representative samples in 20 countries that responded to the 21-item version of the Portrait Values Questionnaire ( PVQ-21) in the European Social Survey. Study 2 ( N = 7,773) analyses data from adult samples in six of the same countries ( Finland, Germany, Greece, Israel, Poland, and United Kingdom) and eight other countries ( Australia, Brazil, Chile, Italy, Slovakia, Turkey, Ukraine, and United States) that completed the full 40-item PVQ. Across both studies, political activism relates positively to self-transcendence and openness to change values, especially to universalism and autonomy of thought, a subtype of self-direction. Political activism relates negatively to conservation values, especially to conformity and personal security. National differences in the strength of the associations between individual values and political activism are linked to level of democratization. [ABSTRACT FROM AUTHOR]
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- 2015
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22. A Comparative Study of the Job Tasks, Functions, and Knowledge Domains of Rehabilitation Professionals Providing Vocational Rehabilitation Services in Australia and Germany.
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Matthews, Lynda R., Buys, Nicholas, Randall, Christine, Marfels, Britta, Niehaus, Mathilde, and Bauer, Jana F.
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STATISTICAL correlation ,FACTOR analysis ,JOB descriptions ,QUESTIONNAIRES ,VOCATIONAL rehabilitation ,WORLD Wide Web ,CONTINUING education units ,HEALTH literacy ,DESCRIPTIVE statistics - Abstract
Vocational rehabilitation services have been implemented in a number of countries to facilitate the return to work of sick and injured workers, yet little research has been undertaken to document competencies required to provide services globally. This study compared the job tasks, functions, and knowledge domains deemed important by Australian and German rehabilitation professionals working in vocational rehabilitation settings to identify common practice domains. An online survey comprising items from the Rehabilitation Skills Inventory–Amended and the International Survey of Disability Management was completed by 149 Australian and 217 German rehabilitation professionals. Items from each measure were submitted to factor analysis, using principal axis factoring as the extraction technique. Three common domains were identified: (a) vocational counseling, (b) workplace disability case management, and (c) workplace intervention and program management. Differences in skill and knowledge domains centered on the levels of specialization in vocational rehabilitation practices in each country. Ongoing transnational research is required to ensure that a “global curriculum” covers core competencies, while at the same time allowing for specialization at a local level. [ABSTRACT FROM PUBLISHER]
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- 2015
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23. Universal biases in self-perception: Better and more human than average.
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Loughnan, Steve, Leidner, Bernhard, Doron, Guy, Haslam, Nick, Kashima, Yoshihisa, Tong, Jennifer, and Yeung, Victoria
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ATTITUDE (Psychology) ,COMPARATIVE studies ,STATISTICAL correlation ,GROUP identity ,HUMANISM ,QUESTIONNAIRES ,SELF-evaluation ,SELF-perception ,PREDICTIVE validity ,UNDERGRADUATES ,CULTURAL prejudices - Abstract
There is a well-established tendency for people to see themselves as better than average (self-enhancement), although the universality of this phenomenon is contested. Much less well-known is the tendency for people to see themselves as more human than average (self-humanizing). We examined these biases in six diverse nations: Australia, Germany, Israel, Japan, Singapore, and the USA. Both biases were found in all nations. The self-humanizing effect was obtained independent of self-enhancement, and was stronger than self-enhancement in two nations (Germany and Japan). Self-humanizing was not specific to Western or English-speaking cultures and its magnitude was less cross-culturally variable than self-enhancement. Implications of these findings for research on the self and its biases are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
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