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Aim: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. Sample and method: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support.

Learning in Science, Technology, Engineering, and Mathematics (STEM) is challenging, leaving many students to give up on these subjects. Specifically, females are underrepresented in STEM industries. Identifying how male and female students deal with STEM learning challenges, and how this relates to learning outcomes, may inform teaching that best supports the preferences of individual students. This study asked secondary school students, who had just completed a STEM lesson that they reported as finding difficult (n = 3758; male = 51.2%), to write narratives about how they dealt with the lesson. Narratives were analyzed using a linguistic text analysis program to identify core psychological processes contained within the narratives from lessons in science n = 1305 (males = 46.3%), technology n = 589 (males = 63.7%), engineering n = 202 (males = 57.9%), and mathematics n = 1662 (males = 49.9%). Students were also asked to score how well they think they did in the difficult lesson (learning outcome). Pearson's correlations between students' use of core psychological processes and their perceptions of lesson success were computed separately for males and females. Common strategies emerged across the STEM subjects: for female students, positive learning outcomes were associated with positive emotions, social processes, rewards, and strategic thinking. For male students, positive learning outcomes were associated with motivation around the risk of failing, rationalizing the problem, and strategic thinking. Negative emotion was associated with a negative learning outcome for both broadly defined genders, but this was more evident across the subjects for females. We specify our understanding of this strategy by reporting data separately for the STEM subjects and the implications for STEM pedagogy.

BackgroundIn response to COVID-19, there has been increasing momentum in telehealth development and delivery. To assess the anticipated exponential growth in telehealth, it is important to accurately capture how telehealth has been used in specific mental health fields prior to the pandemic. ObjectiveThis systematic review aimed to highlight how telehealth has been used with clinical samples in the neurodevelopmental field, including patients with neurodevelopmental disorders (NDDs), their families, and health care professionals. To identify which technologies show the greatest potential for implementation into health services, we evaluated technologies for effectiveness, economic impact, and readiness for clinical adoption. MethodsA systematic search of literature was undertaken in April 2018 and updated until December 2019, by using the Medline, Web of Science, Scopus, CINAHL Plus, EMBASE, and PsycInfo databases. Extracted data included the type of technology, how the technology was used (ie, assessment, treatment, and monitoring), participant characteristics, reported outcomes and authors’ views on clinical effectiveness, user impact (ie, feasibility and acceptability), economic impact, and readiness for clinic adoption. A quality review of the research was performed in accordance with the Oxford Centre for Evidence-Based Medicine Levels of Evidence. ResultsA total of 42 studies met the inclusion criteria. These studies included participants and family members with autism spectrum disorders (21/42, 50%), attention deficit hyperactivity disorders (8/42, 19%), attention deficit hyperactivity or autism spectrum disorders (3/42, 7%), communication disorders (7/42, 17%), and tic disorders (2/42, 5%). The focus of most studies (33/42, 79%) was on treatment, rather than assessment (4/42, 10%) or monitoring (5/42, 12%). Telehealth services demonstrated promise for being clinically effective, predominantly in relation to diagnosing and monitoring NDDs. In terms of NDD treatment, telehealth services were usually equivalent to control groups. There was some evidence of positive user and economic impacts, including increased service delivery efficiency (eg, increased treatment availability and decreased waiting times). However, these factors were not widely recorded across the studies. Telehealth was demonstrated to be cost-effective in the few studies that considered cost-effectiveness. Study quality varied, as many studies had small sample sizes and inadequate control groups. Of the 42 studies, only 11 (26%) were randomized controlled trials, 12 (29%) were case studies or case series, 6 (14%) were qualitative studies, and 5 (12%) were noncomparative trials. ConclusionsTelehealth has the potential to increase treatment availability, decrease diagnosis waiting times, and aid in NDD monitoring. Further research with more robust and adequately powered study designs that consider cost-effectiveness and increased efficiency is needed. This systematic review highlights the extent of telehealth technology use prior to the COVID-19 pandemic and the movement for investing in remote access to treatments. Trial RegistrationPROSPERO International Prospective Register of Systematic Reviews CRD42018091156; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42018091156

In response to the concern of the need to improve the scientific skills of school children, this study investigated the influence of text design (in terms of text cohesion) and individual differences, with the aim of identifying pathways to improving science education in early secondary school (Key Stage 3). One hundred and four secondary school children (56 females, 48 males), aged 12-13 years took part in the study. To assess the influence of local cohesion (lexical and grammatical links between adjacent sentences) in science texts, we measured students' comprehension (through multiple choice questions) of science text that was high and low in local cohesion. To explore the role of individual differences, students completed tests to measure general reading ability, general intelligence, facets of conscientiousness, science self-concept and individual, friends and family aspirations in science. Students were more accurate in answering comprehension questions after reading text that was high in cohesion than low in cohesion, suggesting that high local text cohesion improved students' comprehension of science text. Reading ability predicted increased comprehension for both text designs. Individual aspirations in science accounted for unique variance for comprehension for high cohesion text. Implications for the teaching of secondary school science are discussed.

The current paper presents a five-factor measurement model of anger summarizing scores on public-domain self-report measures of anger. Exploratory and confirmatory factor analyses of self-report measures of anger (UK, n = 500; USA, n = 625) suggest five replicable latent anger factors: anger-arousal, anger-rumination, frustration-discomfort, anger-regulation, and socially constituted anger. Findings suggested a 5-factor interpretation provided the best fit of the data. We also report evidence of measurement invariance for this 5-factor model of anger across gender, age, and ethnicity. The findings suggest a useful and parsimonious account of anger, summarizing over 50 years of research around the self-report measurement of anger. [ABSTRACT FROM AUTHOR]

Research suggests that trait resilience may be best understood within an ecological resilient systems theory, comprising engineering, ecological, and adaptive capacity resilience. However, there is no evidence as to how this theory translates to specific life domains. Data from two samples (the United States, n = 1,278; the United Kingdom, n = 211) facilitated five studies that introduce the Domain-Specific Resilient Systems Scales for assessing ecological resilient systems theory within work, health, marriage, friendships, and education. The Domain-Specific Resilient Systems Scales are found to predict unique variance in job satisfaction, lower job burnout, quality-of-life following illness, marriage commitment, and educational engagement, while controlling for factors including sex, age, personality, cognitive ability, and trait resilience. The findings also suggest a distinction between the three resilience dimensions in terms of the types of systems to which they contribute. Engineering resilience may contribute most to life domains where an established system needs to be maintained, for example, one's health. Ecological resilience may contribute most to life domains where the system needs sustainability in terms of present and future goal orientation, for example, one's work. Adaptive Capacity may contribute most to life domains where the system needs to be retained, preventing it from reaching a crisis state, for example, work burnout. [ABSTRACT FROM AUTHOR]