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Abstract Background Absolute income is commonly used in studies of health inequalities, however it does not reflect spending patterns, debts, or expectations. These aspects are reflected in measures concerning perceived income inadequacy. While health inequities by absolute income or perceived income inadequacy are well established, few studies have explored the interplay of absolute income and perceived income inadequacy in relation to health. Methods Multiple data sources were linked into a nationally representative dataset (n = 445,748) of Dutch adults (18 +). The association between absolute income, perceived income inadequacy and health (self-reported health, chronic disease and psychological distress) was tested using logistic and Poisson regressions, controlling for various potential confounders (demographics, education) and mastery. Interactions were tested to check the association between perceived income inadequacy and health for different absolute income groups. Results Perceived income inadequacy was reported at every absolute income group (with 42% of individuals in the lowest income group and 5% of individuals in the highest income group). Both absolute income and perceived income inadequacy were independently associated with health. The adjusted relative risk (RR) for lowest absolute income group is 1.11 (1.08–1.1.14) and 1.28 (1.24–1.32) for chronic disease and self-reported health respectively, and the Odds Ratio (OR) for psychological distress is 1.28 (1.16–1.42). For perceived income inadequacy the RR’s were 1.41 (1.37–1.46) and 1.49 (1.44–1.54) and the OR for psychological distress is 3.14 (2.81–3.51). Mastery appeared to be an important mediator for the relationship between perceived income inadequacy, poor self-rated health and psychological distress. Conclusions Absolute income and perceived income inadequacy reflect conceptually different aspects of income and are independently associated with health outcomes. Perceived income inadequacy may be accounted for in health inequality studies, alongside measures of absolute income. In policy-making, targeting perceived income inadequacy might have potential to reduce health inequalities.

BackgroundThe responsibility and stress of being a family caregiver are associated with reduced physical and mental health.PurposeTo examine whether a 24-week aerobic exercise program improves multiple aspects of psychological functioning in family caregivers.MethodsFamily caregivers of patients with Alzheimer's disease and other dementias (n = 68) were recruited and randomized into either an aerobic exercise group (n = 34) or a waitlist control group (n = 34). The exercise group was assigned a 24-week aerobic training program that incrementally increased the intensity, duration, and frequency of the exercise program until 150 min of moderate to vigorous activity were completed per week by the ninth week. Twelve measures of psychological functioning were administered at baseline and compared with responses completed following the intervention.ResultsMultilevel modeling revealed significant decreases in caregiver burden (β = -4.60, 95% confidence interval [CI] = [-8.82, -0.38], RLMM2 = 0.11) and depression (β = -2.59, 95% CI = [-4.79, -0.38], RLMM2 = 0.13), as well as increases in mastery (β = 1.78, 95% CI = [0.09, 3.46], RLMM2 = .04) in the exercise intervention group compared to the control group.ConclusionFamily caregivers report high levels of depression and caregiver burden. Engagement in a 24-week exercise intervention can ameliorate the perceived burden of caregiving, symptoms of depression, and their sense of mastery.

ObjectivesThe aim of this study was to evaluate the relative contributions of visual learning and conceptual disorganization to specific metacognitive domains in a sample of outpatients with stable schizophrenia.MethodsA total of 92 consecutive outpatients with stable schizophrenia were recruited in a cross-sectional study. We analyzed the data with five path analyses based on multiple regressions to analyze the specific effect of visual learning on metacognitive capacity and metacognitive domains and the possible mediating role of conceptual disorganization.ResultsWe found that (i) visual learning was negatively correlated to metacognitive capacity and its domains on the one hand and conceptual disorganization on the other hand; (ii) conceptual disorganization was negatively associated with metacognition and its domains; and (iii) when the mediation effect was considered, conceptual disorganization fully mediated the relationship between visual learning and mastery, whereas it served as a partial mediator of the effect of visual learning on the other metacognition domains, i.e., self-reflectivity, understanding others’ mind, and decentration.ConclusionThese results delineate an articulated panorama of relations between different dimensions of metacognition, visual learning, and conceptual disorganization. Therefore, studies unable to distinguish between different components of metacognition fail to bring out the possibly varying links between neurocognition, disorganization, and metacognition.

Faculty development should be a priority to sustain and support simulation-based training programs. Clinical educators in ophthalmology should be provided with development opportunities and training in simulation-based education opportunities to become better facilitators and keep up with this fast-growing educational field. Faculty development results in better-skilled faculty and optimized application of this specialized learning strategy. Faculty include experts in simulation-based education, simulation expert technicians as a specialized category, and faculty in the field of ophthalmology, who should embark on a continuing education pathway that keeps them up to date with the latest developments in simulation-based education. Learning experiences on training by simulation can be multimodal with several delivery formats, such as formal courses and training programs, informal apprenticeship, conference attendance, web-based learning, and participation in online discussion forums. Faculty development on simulation-based education programs should be designed in accordance with the level of the facilitator within a progressive skill acquisition model. In this review, we chose to use Kern's six-step model for designing faculty development programs on education by simulation in ophthalmology. Kern's model represents curriculum design that is cyclical, spiral, and multidirectional, and includes problem identification and general needs assessment, targeted needs assessment, goals and objectives for faculty development, educational strategies, implementation, and evaluation and feedback. Faculty development programs must be designed to train facilitators who are competent in simulation-based education which aligns with social needs and the institution's mission and philosophy. [ABSTRACT FROM AUTHOR]

This work analyses the motivational regulation, achievement goals and sport commitment of Spanish Masters swimmers, being the first study of its kind. A total of 211 (106 women and 105 men) Masters swimmers from the Federation of Castilla-La Mancha (Spain) aged between 20 and 74 participated. Each participant completed the Sport Motivation Scale (motivation regulation), the Achievement Goals Questionnaire for Sport (achievement goals) and the Sport Commitment Questionnaire (sport commitment), all validated for the Spanish population. A mixed rANOVA was performed to analyse the results, using sex and age group as covariates, and the different groupings of the sample (weekly training days, weekly training hours and practice of other sports) as between-participants factors. The results showed that the participants presented a predominantly intrinsic–integrated and identified regulation, rather than introjected and external regulation. Mastery goals were more prevalent than performance–approach and performance–avoidance goals. In addition, current sport commitment was high, being greater than future commitment. Pearson's correlation analysis showed moderate relationships between our variables. We found no influence of either the covariates of sex and age or the grouping variables. These findings serve as the basis for further study of the motivation of Masters swimmers in Spain. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had devastating emotional consequences. The present study aimed to examine the relationships between personal resources and emotional distress while accounting for COVID-19–related variables. Seven hundred and seventy-seven (N = 777) participants completed demographic, mastery, forgiveness, optimism, resilience, PTSD, and anxiety questionnaires. A stepped hierarchical multiple regression revealed that mastery, forgiveness, cultural group, age, acquaintance with a person who died of COVID-19, and having been infected with COVID-19 contributed significantly to the explained variance in PTSD symptoms. Mastery, forgiveness, optimism, age, and acquaintance with a person who died of COVID-19 contributed significantly to the explained variance in anxiety. However, resilience was not found to significantly contribute to the explained variance in PTSD symptoms or anxiety. This study demonstrates the importance of being aware of both PTSD symptoms and anxiety associated with COVID-19. Thus, it is suggested that therapy programs should pay special attention to mastery and forgiveness as coping resources. In addition, among medical and mental-health personnel awareness should be given to individuals who have been in close acquaintance with those who died of COVID-19, those with COVID-19 risk factors, and those who have been infected. Special attention should also be paid to minority groups as they might tend to experience more emotional distress and trauma symptoms. [ABSTRACT FROM AUTHOR]

Objectives: Sense of control (i.e. one's beliefs about their ability to influence life circumstances) has been linked to various psychological outcomes. However, it is unknown if sense of control is protective against prescription drug misuse (PDM). The present study sought to evaluate if sense of control is associated with reduced odds of PDM 9 to 10 years later among a sample of middle-aged and older adults. Methods: Data were evaluated from participants (M = 54 years, SD = 10.86; N = 2,108) of the second and third waves of the Midlife in the United States study. Logistic regression models were used to assess whether baseline sense of control (Wave 2) predicted odds of PDM 9 to 10 years later (Wave 3). Results: Findings revealed that greater sense of control at baseline was related to reduced odds of subsequent PDM (OR = 0.78; 95% CI: 0.64, 0.95), adjusting for baseline PDM, sociodemographic characteristics, health behaviors, psychological factors, number of prescription medications, and health. When assessing the subscales of sense of control separately, constraints (OR = 1.19; 95% CI: 1.00, 1.42), but not mastery (OR = 0.96; 95% CI: 0.80, 1.12), was predictive of odds of subsequent PDM. Further, being female was associated with greater odds of PDM (OR = 1.46; 95% CI: 1.02, 2.09), but did not moderate the association between sense of control and PDM. Conclusions: Sense of control may be a novel and viable target for interventions (e.g. using mobile phone apps) aimed at mitigating prescription drug misuse. [ABSTRACT FROM AUTHOR]

Introduction: A sense of mastery refers to beliefs about having control over one's life and has been found to protect health and buffer the effect of stressful experiences. Methods: We investigated sense of mastery in first-episode psychosis (FEP) patients and population controls at baseline and at one-year follow-up. Pearlin and Schooler's Sense of Mastery scale was completed by 322 participants at baseline and by 184 participants at follow-up. Results: People having experienced FEP reported lower mastery than controls at both time points, but a modest increase was seen in patients at follow-up. The strongest correlates of high baseline mastery in FEP were lower depressive symptoms and higher perceived social support, whereas positive or negative psychotic symptoms did not associate with mastery. Current depressive symptoms also correlated with mastery at the follow-up point, and change in depressive symptoms correlated with change in mastery. Higher mastery at treatment entry predicted remission of psychotic symptoms one year later. Sense of mastery was also found to mediate the association of perceived social support with depressive symptoms. Discussion: The usefulness of mastery measures should be further tested for estimations of patient prognosis in early psychosis. [ABSTRACT FROM AUTHOR]

The purpose of the study is to determine the mastery of the senior high school students in General Biology. This study applied the mixed-method design, particularly a combination of quantitative and qualitative research designs. The study was conducted at Saint Mary’s University Senior High School, Bayombong, Nueva Vizcaya on the first and second semester of school year 2021-2022. The respondents of the study were Grade 12 STEM senior high school students who were enrolled in General Biology 2 and took General Biology 1. Based on the findings of the study, the following conclusions were derived: The respondents of the study were mostly female, majority studied in a private junior high school with a special science curriculum, and as a whole, the average grades of the students in General Biology were from very satisfactory to outstanding. The students have an average level of perceived mastery on the learning competencies of General Biology. This means that the students’ have a satisfactory perceived mastery level of General Biology competencies as a whole. Specifically, the contents with the highest perceived mastery level are Evolution and Origin of Biodiversity and Genetics while the lowest is on Transport Mechanisms. In terms of sex, there is no significant difference on the perceived mastery level between male and female. This implies that both male and female students have the same mastery level of the General Biology competencies. There is a significant difference among the type of Junior High Schools based on their perceived mastery level of General Biology competencies. Based from the mean results, it can be reported that students who studied in science high school have a higher mastery level on the competencies of General Biology than those students who studied in a public school with special science curriculum in Junior High School. There is a significant positive relationship between the students’ perceived mastery on the learning competencies of General Biology and their actual general average grade in the subject. This implies that high students’ perceived mastery level on the competencies of General Biology could also mean that his or her actual general average grade in the subject is high and vice versa. [ABSTRACT FROM AUTHOR]

This paper explores unconscious maternal messages of endangerment for Black men living in US urban environments. Using qualitative methodology, the author intensively interviewed five Black men and their mothers to explore "the talk" from the men's and their mother's perspectives. Findings from the data revealed that mothers communicated endangerment messages to their sons that (1) taught them how to safely master a threatening and racist environment by using a double consciousness, (2) served as communications between mothers and sons about intergenerational trauma and strength, and (3) finally, created physically and emotionally safe connections between mothers and sons. Men also heard their mothers encourage a false self as a way to manage threats in their environment, and while this protected them, they also had to learn to suppress important parts of themselves. Clinicians treating Black men must be mindful of the psychological benefits and costs of these messages on their clients. [ABSTRACT FROM AUTHOR]

The present study aimed to identify psychosocial risk factors for binge eating disorder (BED) in Black individuals from the National Survey of American Life (NSAL). A matched pair case-control study design was used to compared individuals with BED (n = 88) against healthy controls (n = 88) on family dysfunction and self-concept. Family dysfunction was assessed through feelings of closeness, emotional support, and frequency of negative interactions. Self-concept included measures for self-esteem, hopelessness, and mastery. Results indicated a higher likelihood of BED when family dysfunction or a weak self-concept was present (Hypotheses 1 and 2). A significant relationship between family dysfunction and low mastery predicting BED was found (Hypothesis 3), but no evidence was found for family dysfunction predicting a weak self-concept in individuals with BED (Hypothesis 4). This study supports the importance of psychosocial factors, particularly family dysfunction and low mastery, as risk factors for BED in Black individuals. Future research should focus on understanding the role of family environment and self-concept, especially as it relates to mastery, in the development and persistence of BED and other eating disorders, which will inform the development of targeted intervention strategies and prevent the development of eating disorders and other psychiatric conditions. [ABSTRACT FROM AUTHOR]

This article examines the relationship between cognitive processing and mastery. While scholars have called for the integration of sociological and cognitive analyses of mastery, sociological research has focused almost exclusively on mapping its social correlates. As a result, sociologists have relied on untested and underspecified assumptions about cognition to explain the efficacy of mastery. Taking an interdisciplinary approach integrating research on mastery, dual-process models of cognition, and intersectionality, we specify and test the hypothesis that deliberate thinking dispositions are associated with a greater sense of control over one's life chances and assess whether this relationship varies across different intersections of social positions. Regression results from survey data in a diverse student sample (N = 982) suggest a positive correlation between deliberate cognitive style and personal mastery. However, results from a quantitative intersectional analysis demonstrate that this relationship does not hold for East Asian women. [ABSTRACT FROM AUTHOR]

The field of achievement motivation is concept and data rich, housing more than a dozen major theories, all of which have withstood empirical scrutiny. Their very success, however, has enabled them to flourish within siloed territories. Such fragmentation creates major problems for educators, interventionists, and researchers entering the field. They are faced with a splintered and confusing picture of student motivation. Researchers new to the field find it difficult to see the commonalities or compare the differences across theories. Interventionists cannot design comprehensive educational programs, nor can teachers form coherent mental models of the field. This paper offers four guideposts to aid in the principled integration of motivational theories: (1) motivational resilience, an umbrella construct encompassing the core observable features of motivation—the energy, direction, and durability of action; (2) academic identity, which provides common ground for the many self-systems featured in motivational theories; (3) complex social ecologies, which serve as a home for motivationally-relevant features of classrooms and other important contexts, and the higher-order meso- and macrosystems that pervade them; and (4) developmental embeddedness. Together, these organizational guideposts sketch the outlines of an overarching framework useful for mapping the place and function of core constructs from motivational theories. To a field that already provides a differentiated, dense, and detailed understanding of student motivation, integrative efforts would add the kind of comprehensiveness, coherence, and comprehensibility that can foster even greater theoretical and empirical progress and the design of even more effective educational interventions. [ABSTRACT FROM AUTHOR]

Background: Informal caregivers of children with leukemia can be emotionally and psychiatrically vulnerable when facing difficult treatment decisions (e.g., chemotherapy, targeted therapy, radiation, transplantation). A common behavioral manifestation of decisional conflict is the verbalized expression of uncertainty about which medical treatment plan to take. The study aims to examine the associations between decisional conflict, mastery, and depressive symptoms among parental caregivers of children with leukemia in China. It explored the mediating role of mastery in the relationship. Methods: A cross-sectional survey design was adopted. A total of 386 parental caregivers were recruited, and 325 valid questionnaires remained. The mean age of caregivers was 37.7 years, and 61.5% caregivers were female. We used Question Format Decisional Conflict Scale to assess decisional conflict, Pearlin's Mastery Scale to assess mastery, and Center for Epidemiological Studies Depression 10 to assess depressive symptoms. We used mediation analyses to test the mediating effect of mastery. Results: The total score of decisional conflict scale, along with its dimensions of uncertainty, support, and effective decision were found negatively associated with depressive symptoms. In contrast, the dimension of information and value were not significantly associated with depressive symptoms. Mediation analyses demonstrated the direct effects of overall decisional conflict and uncertainly were fully mediated by mastery, while the direct effect of support and effective decision were partially mediated. Conclusions: Efforts should be made to alleviate parental caregivers' decisional conflict and enhance sense of mastery. Particular attention should be paid to the psycho-social support to relieve uncertainties and ineffectiveness in decision making. [ABSTRACT FROM AUTHOR]

Background: Absolute income is commonly used in studies of health inequalities, however it does not reflect spending patterns, debts, or expectations. These aspects are reflected in measures concerning perceived income inadequacy. While health inequities by absolute income or perceived income inadequacy are well established, few studies have explored the interplay of absolute income and perceived income inadequacy in relation to health. Methods: Multiple data sources were linked into a nationally representative dataset (n = 445,748) of Dutch adults (18 +). The association between absolute income, perceived income inadequacy and health (self-reported health, chronic disease and psychological distress) was tested using logistic and Poisson regressions, controlling for various potential confounders (demographics, education) and mastery. Interactions were tested to check the association between perceived income inadequacy and health for different absolute income groups. Results: Perceived income inadequacy was reported at every absolute income group (with 42% of individuals in the lowest income group and 5% of individuals in the highest income group). Both absolute income and perceived income inadequacy were independently associated with health. The adjusted relative risk (RR) for lowest absolute income group is 1.11 (1.08–1.1.14) and 1.28 (1.24–1.32) for chronic disease and self-reported health respectively, and the Odds Ratio (OR) for psychological distress is 1.28 (1.16–1.42). For perceived income inadequacy the RR's were 1.41 (1.37–1.46) and 1.49 (1.44–1.54) and the OR for psychological distress is 3.14 (2.81–3.51). Mastery appeared to be an important mediator for the relationship between perceived income inadequacy, poor self-rated health and psychological distress. Conclusions: Absolute income and perceived income inadequacy reflect conceptually different aspects of income and are independently associated with health outcomes. Perceived income inadequacy may be accounted for in health inequality studies, alongside measures of absolute income. In policy-making, targeting perceived income inadequacy might have potential to reduce health inequalities. [ABSTRACT FROM AUTHOR]

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Personal Intelligent Agents (PIAs), such as Apple's Siri and Amazon's Alexa, are different from traditional information systems. They possess unique design features and are increasingly available through various technological devices. Due to PIAs' relative novelty, little is known about the determinants of their continued use. An investigation into PIAs' characteristics and their impact on users' post-adoption evaluations is expected to have theoretical and practical implications for PIA design and sustained usage. Our research model integrates perceptions of intelligence, anthropomorphism, and self-extension into the unified model of information technology continuance. Our findings show the key role of perceived intelligence of the PIA on continuance intention and indicate that hedonic perceptions of the agent become less important during post-adoption. Our results also highlight the role of perceived ownership and personalisation as antecedents of perceived self-extension. [ABSTRACT FROM AUTHOR]

Background: Research remains mixed on whether racial-ethnic self-designation impacts psychological health and well-being among Americans of African descent. Existing studies mainly use non-representative samples to address this question. Some scholars argue that Black people who express an African-centered identity should experience improved mental health because it enhances one's sense of self. However, what role self-designation may have on depression, one of the most common forms of disability, is largely unknown among African Americans. There is also limited evidence on whether one's self-concept can help us understand the relationship between self-designation and mental health among African Americans. Methods: Using data from a national probability sample of African American adults (n = 3,329), I examined whether self-designation as African American, Afro-American, Negro, Black American, or some other label versus Black was associated with self-esteem, mastery, and major depressive episodes. Results: Using OLS models, I found that respondents who preferred the terms African American or Afro-American exhibited higher mastery levels compared to individuals who preferred the label Black, the most common term used among respondents. African American identifying respondents also exhibited significantly higher levels of self-esteem compared to Black identifying individuals. Using logistic regression models, I found that only African American identifying respondents were significantly less likely than Black identifying respondents to meet the criteria for major depressive episodes in the past-year. Higher levels of mastery and self-esteem helped to explain such differences. Conclusion: In sum, among Americans of African descent, identification as African American rather than Black may help fight depressive episodes because such self-designation may enhance one's self-concept. Further research is necessary to explore other possible psychological implications of self-designation among the African American/Black population. [ABSTRACT FROM AUTHOR]

A million Canadian workers suddenly became temporarily laid off (TLO) early into the pandemic. How did this affect mental health? Guided by the Stress Process Model (SPM), we would expect that this job disruption should increase psychological distress. However, given the unique context surrounding the early period of the pandemic, we advance the forced vacation hypothesis, which argues that those who became TLO would—at least initially—report lower levels of distress. To address this puzzle, we use a mixed-methods approach combining a national longitudinal survey dataset and in-depth interviews. Our quantitative analyses reveal that individuals who were TLO had lower distress in April 2020 compared with their peers who continued working. Our interviews uncover several potential explanations for these patterns. The findings provide an elaboration to the SPM as the pandemic context altered the meaning of being TLO, making it feel like a "forced vacation"—at least initially. [ABSTRACT FROM AUTHOR]

IntroductionA sense of mastery refers to beliefs about having control over one’s life and has been found to protect health and buffer the effect of stressful experiences.MethodsWe investigated sense of mastery in first-episode psychosis (FEP) patients and population controls at baseline and at one-year follow-up. Pearlin and Schooler’s Sense of Mastery scale was completed by 322 participants at baseline and by 184 participants at follow-up.ResultsPeople having experienced FEP reported lower mastery than controls at both time points, but a modest increase was seen in patients at follow-up. The strongest correlates of high baseline mastery in FEP were lower depressive symptoms and higher perceived social support, whereas positive or negative psychotic symptoms did not associate with mastery. Current depressive symptoms also correlated with mastery at the follow-up point, and change in depressive symptoms correlated with change in mastery. Higher mastery at treatment entry predicted remission of psychotic symptoms one year later. Sense of mastery was also found to mediate the association of perceived social support with depressive symptoms.DiscussionThe usefulness of mastery measures should be further tested for estimations of patient prognosis in early psychosis.

RESEARCH OBJECTIVE: The aim of the paper was to discuss a function of passion in professional personal lives of eminent Cracow musicians. THE RESEARCH PROBLEM AND METHODS: The paper raises the problem of the role of passion in the process of shaping musical eminence, answers the question of the scope of experiencing it as well as it manifesting in activities of outstanding individuals. In conducted research and interpretations, the qualitative perspective and biographical method were applied. The leading technique was problem-concentrated qualitative interview, partially structured, carried out with ten eminent instrumentalists. THE PROCESS OF ARGUMENTATION: The theoretical basis for this reading of the experience of educational biographies was provided by the Model of Authentic Vocation of J. Weller and the Dualistic Model of Passion of A. Bonneville-Roussy, G. Lavigne and R. Vallerand. The interpretations of the research material described the topography of experiencing passion. RESEARCH RESULTS: The article describes autonomous passion associated with musical mastery, instrumental motivation to practice, as well as distinguishes important factors that determine the experience of passion, persistence or burnout (tenacity, ambition, community transfer, conflict of motives, work overload), and concretizes the qualities of musical passion of outstanding musicians: professionalization, love of music, integrity, creativity, strength and determination in pursuit of goals, as well as humility in the face of challenges. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Deciphering the senses and meanings that prominent Cracow musicians attributed to passion suggests that it was autonomous, harmonious and instrumental, motivated by the pursuit of mastery, and that the trajectories of the musicians’ professional biographies were a manifestation of a “professionalization of passion,” which formed the core of their educational experience and constituted and defined their life creed.

As a popular adventure sport worldwide, mountain biking provides a range of challenges and opportunities for participants. This paper aims to understand whether experienced riders actively search for 'flow experiences' that can manifest themselves in a range of euphoric feelings, varying from the loss of awareness of time to sub-conscious control over actions. Exploring findings from research undertaken in New Zealand and England, the paper suggests that committed riders do encounter and can describe a range of flow characteristics when riding, although the findings conclude that such experiences are considered to be by-products of participation, rather than motivational factors in their own right. [ABSTRACT FROM AUTHOR]

Studies of stimulation in the field of sports and physical activity are particularly relevant because it is considered a condition for achieving success. A large number of studies in the field of sports psychology try to explain the influence of different motivational attitudes on sports performance. Much of the current research is based on goal orientation theory. The motivation to participate in sports includes different goals, motivations for engaging in sports and aspiration in the respective directions. The essence of the current development is to discover the qualities of the motivational climate in adolescent basketball players. In the current development, the following tasks are performed: 1. To investigate the peculiarities of the motivational climate in adolescent basketball players. 2. To analyze the arithmetic mean values, the interrelationships of the studied variables and to reveal and identify the factors in the specific group of the studied. The research contingent is 14 female basketball players aged 13–14 years. Three statistical methods were used: variation, correlation and factor analysis. The methodological toolkit includes: Questionnaire for studying the perceived motivational climate - 2 (Perceived Motivational Climate in Sport Questionnaire - 2 (PMCSQ - 2)). In the present study, the leading motivational climate among teenage basketball players, according to the factor analysis, is "Punishment and competition", included in the ego. It generally concerns issues related to the emotional reactions of the coach and his attitude towards players when mistakes are made and issues related to interpersonal relationships in the team, as well as the stimulation of competition between players to find a place in the team. In second place is the "Skills" element, which includes questions related to the importance of the contribution and the importance that each player has for the ultimate success, cooperation in the learning process and effort in training and playing, and skill improvement . The third place is taken by the "Favouritism" component, which refers to the unfair favoring of some of the contestants in the team and neglecting another part of them. Conclusion: 1. After the variation analysis, the leading component of the perceived motivational climate for mastery and performance is established, the improvement of skills by adolescent basketball players. 2. A moderate relationship was observed in the mastery-oriented motivational climate between role significance and cooperative learning. A positive interrelationship was formed between both motivational climates, including the components of role significance and rivalry. A significant interdependence was also found in the motivational climate of performance, between punishment for mistakes and rivalry. 3. When rotating the varimax factor matrix, the following three factors were identified that describe adolescent basketball players - "Punishment and competition", "Skills" and "Favouritism". 4. The obtained results of the study on the perceived motivational climate have a valuable usable value. They are a useful guide for managers regarding the formation of a favorable motivational environment that is related to the most appropriate sports progress. [ABSTRACT FROM AUTHOR]

Prospective teachers' mathematics efficacy beliefs affect school placement experiences and influence later teacher behaviour and subsequent student outcomes. These efficacy beliefs are open to change during initial teacher education and become more resistant to change once the teacher enters the workforce. Therefore, it is important to measure mathematics teacher efficacy early in initial teacher education and identify low efficacy beliefs. This study measured the mathematics teaching efficacy beliefs of 402 prospective primary teachers. Arising from Rasch analysis of the efficacy scores of these teachers, 22 participants who displayed a range of mathematics teaching efficacy beliefs were interviewed to gain insights into factors affecting these beliefs. Participants communicated greater confidence in tasks requiring procedural (tell-items) than conceptual knowledge (explain-items). Both low and high efficacy participants reported traditional experiences of mathematics teaching and learning as students. However, high efficacy participants reported mastery of mathematics within these traditional contexts, whereas their low efficacy peers did not report mastery. Furthermore, all participants reported how memories of their school mathematics experiences informed their level of efficacy when thinking about teaching mathematics, thus revealing the powerful influence of mastery experiences. [ABSTRACT FROM AUTHOR]

The present study aims to investigate the association of functional social support, social isolation and mastery with PTSD among adults exposed to interpersonal violence versus non-interpersonal events. Data were drawn from a large cross-sectional survey conducted in four French regions in a representative sample of 22,138 adults. This study used the subsample of adults exposed to any lifetime traumatic event (n = 4,445), either to interpersonal violence (n = 2,987) or to non-interpersonal events (n = 1,458). Lifetime exposure to traumatic events and past-year DSM-IV PTSD were assessed using the CIDI-SF. Perceived functional social support, social isolation and mastery were also assessed. Results support a main effect of a poor sense of mastery and social isolation as well as an interaction between these two factors on the risk of 12-month PTSD among adults exposed to both types of traumatic events. Individuals exposed to interpersonal violence were at higher risk of PTSD when reporting not having a confidant, no one who cares about them, and no one to count on when making important decisions. The results may underline the importance of considering simultaneously social support components and mastery as their interrelation might play a role in the outcomes of a potentially traumatic event exposure. [ABSTRACT FROM AUTHOR]

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Abstract Background Limiting contagion during the Covid-19 pandemic has necessitated employment of drastic measures ranging from complete lockdown to home isolation and quarantines. This study examined the psychiatric effects of home isolation, the effects of interacting previous traumatic events and the moderating effect of self-mastery as a resilience factor that could mitigate negative effects. Methods Six hundred forty-five adults aged 18–67 completed an online survey during the first wave lockdown during the Covid-19 outbreak in Israel. Participants completed a demographic questionnaire including measures of strictness of adherence to home isolation, a traumatic life events measure, the Mastery Scale, and the Brief Symptom Inventory. Data was analyzed using Structural Equation Model. Results Findings showed positive relations between strictness of home isolation adherence and psychiatric symptoms, and between previous trauma exposure and psychiatric symptoms. A negative relation between self-mastery and psychiatric symptoms emerged. During home isolation, effects of previous trauma exposure on psychiatric symptoms was moderated by self-mastery. Individuals with high self-mastery showed less psychiatric symptoms than those with low self-mastery, at both high and low levels of previous trauma exposure. Conclusions Home isolation adherence is associated with significant psychological distress and symptomatology and, thus, should be of great concern for public mental health service providers. The present study offers a new slant on appropriate clinical interventions during this period with a focus on strengthening resilience factors that can moderate mental health decline. Therapy and interventions based on promoting self-mastery could exert a significant effect on lowering psychiatric symptoms during stressful periods of home isolation. Trial registration Not relevant.

Transformasi dalam manajemen Aparatur Sipil Negara (ASN) terus dilakukan di Indonesia, termasuk dalam pengembangan kompetensi ASN. Seiring dengan trend pengembangan Corporate Universities pada Instansi Pemerintah, pembelajaran digital menjadi pilihan sebagai salah satu strategi dalam pengembangan kompetensi pegawai yang diklaim sesuai dengan perkembangan dan kebutuhan dengan jangkauan yang lebih luas. Diperlukan kesiapan dalam people, process, technology, dan culture untuk dapat melaksanakan pembelajaran digital dengan baik. Penelitian ini bertujuan untuk mengetahui kesiapan Badan Pengawas Obat dan Makanan (BPOM) dalam mengembangkan dan melaksanakan pembelajaran digital dalam program pengembangan kompetensi pegawai. Penelitian dilakukan di BPOM dengan menggunakan metodologi penelitian kuantitatif deskriptif analisis untuk mengetahui fakta terkait populasi penelitian. Pengambilan data dilakukan melalui survei, meliputi survei literasi digital dan survei digital mastery organisasi dalam melakukan transformasi digital, terdiri dari survei digital capabilities dan survei leadership capabilities. Dari hasil penelitian, diketahui level literasi digital pegawai BPOM adalah baik sekali dengan nilai 40,36, dan level digital mastery organsisasi BPOM masuk dalam kategori master digital dengan digital capabilities dan leadership capabilities yang tinggi. Hasil penelitian ini diharapkan dapat menjadi bahan masukan dalam pengembangan BPOM Digital Corporate University sebagai strategi dalam percepatan pengembangan kompetensi SDM Pengawasan Obat dan Makanan di Indonesia. The transformation of the State Civil Apparatus (ASN) management continues to be carried out in Indonesia, including developing ASN competencies. Along with the trend of Corporate Universities' development in Government Agencies, digital learning has become an option as one of the strategies in developing competencies that are claimed to be following developments and needs with a broader reach. It needs readiness in people, process, technology, and culture to carry out digital learning well. This study aims to determine the readiness of the Indonesian Food and Drug Authority (Indonesian FDA) in implementing digital learning in competency development programs. The research was conducted at the Indonesian FDA using quantitative descriptive analysis research methodology to find out facts related to the research population. Collection data research was carried out through surveys, including digital literacy surveys and digital mastery surveys of organizations carrying out digital transformation, consisting of digital capabilities surveys and leadership capabilities surveys. The research results show that the digital literacy level of the Indonesian FDA employees is very good, with a score of 40.36, and the digital mastery level of the BPOM organization is the digital master category with high digital capabilities and leadership capabilities. The results of this study are expected as input in the development of the Indonesian FDA Digital Corporate University as a strategy in accelerating the development of Human Resource of Food and Drug Control in Indonesia.

Learning a foreign language is more difficult for some students than others, and particularly speaking out loud in class may be a challenge. The aim of this study is to investigate the potential of a systematic approach to facilitate mastery, motivation and a supportive language learning environment, to limit foreign language anxiety. An intervention was carried out in different language learning contexts, including English classes in Norway and Poland and Spanish classes in Norway. The research material collected consists of student logs, student evaluations and self-reported data from a validated questionnaire on foreign language anxiety. The findings show that many students reported becoming more motivated and comfortable in class and that the method helped them work with strategies to overcome problems. Self-reported questionnaire data suggest that in two of three contexts, the foreign language anxiety level of the students decreased significantly during the intervention period. It may be difficult to generalise based on the findings presented here as the sample from each context is limited, the data is self-reported, the intervention period was limited and there is no control group. To strengthen the study’s findings, triangulation of multiple data sources was used. To conclude, the five-step method presented in this study may be a useful strategy to facilitate developing motivation and creating a supportive learning environment in the language classroom. However, more longitudinal and extensive studies are needed to investigate the potential of the approach presented here further.

The design and implementation processes play an influential role in the craftsmanship analysis. The concept was presented in the previous studies from several aspects and levels. Previous studies focused on the intellectual side, others on the performative and executive side, and partially on factors of craftsmanship. The research problem is determining the extent of craftsmanship's factors at their intellectual and executive levels in the contemporary local product. The research aims to define the scope of the craftsmanship factors at the levels of their intellectual and executive aspects in contemporary local products. The study assumes that the achievement of craftsmanship in contemporary local production at the executive level is more significant than at the intellectual. This hypothesis was tested within six local samples, selected from accomplished projects, where the designer supervised and conducted the craftsman work directly. The samples were tested by a questionnaire method that the experts approved. Finally, the research discussion and results demonstrated that the craft includes a structure built with a set of influences that shape the design and construction processes and a mastery of the construction process. The research recommends a close interaction between intellectual and executive levels, for such an interaction is critical to the acquisition of craftsmanship. [ABSTRACT FROM AUTHOR]

The study sough to establish whether final year pre-service mathematics teachers have mastered secondary school mathematics subject matter as a basis for teaching mathematics at secondary school level immediately after graduation. Based on the assumption of 80% of scores (Guskey & Anderman, 2013) and above in the test administered as accepted cut off point to signify mastery of secondary school mathematics curriculum, the finding of the study revealed that 48.57% of the final year pre-service mathematics teachers have scored 80% and above in the test, which signifies their level of knowledge of secondary school mathematics subject matter, while 51.43% of the final year pre-service mathematics teachers have scored less than 80% in the test, which signifies their inadequate mastery of school mathematics subject matter. The finding shows that over 50% of the final year preservice mathematics teachers cannot be relied upon to teach secondary school mathematics curriculum with confidence, this is because majority of the final year pre-service mathematics teachers' (51.43%) have demonstrated inadequate mastery of the subject matter for which they have been trained to teach immediately after graduation. Based on the findings, the following recommendation were put forward; to ensure adequate mastery of school mathematics subject matter among final year pre-service mathematics teachers as a predictable tools for employment, and to serve as a basis for teaching mathematics at secondary school level, mathematics teacher education training should include all secondary school mathematics curricular in their training to ensure adequate mastery of the subject matter among the pre-service teachers. [ABSTRACT FROM AUTHOR]

This essay explores the spiritual and performative practice of ancestor worship as revisited by Czech-Vietnamese queer artist Lê Thị Hoài. The essay unpacks the power dynamics at stake in Lê Thị's practice and introduces spirituality as a challenge to established power hierarchies. Lê Thị's artistic work is inspired by her experience of the entanglements, complexities, and conflicts that her heritage—personal, cultural, social, and political—brings to her. The essay draws on Julietta Singh's rethinking of "mastery" to interpret Lê Thị's work as "unmasterful." It looks at the symbolism, form, material, and function in Lê Thị's work and juxtaposes the contradictory political, social, and economic beliefs that she strives to overcome. The author argues that the subversiveness of performative revision of traditional rituals is constituted through not only challenging an established system of values but also bringing to the forefront the ambiguity between the politics of private and public spaces and understanding spiritual force as an equal element in the art piece. [ABSTRACT FROM AUTHOR]