Yoxas/statistical_literacy huggingface dataset:
In a competitive and demanding world, academic stress is of increasing concern to students. This systemic, adaptive, and psychological process is composed of stressful stimuli, imbalance symptoms, and coping strategies. The SISCO-II Academic Stress Inventory (SISCO-II-AS) is a psychometric instrument validated in Chile. It evaluates stressors, symptoms, and coping, both individually and globally. For its practical interpretation, a scale is required. Therefore, this study aims to descriptively analyze the SISCO-II-AS and to obtain its corresponding scales. Employing a non-experimental quantitative approach, we administered the SISCO-II-AS to 1,049 second and third-year students from three Chilean universities, with a disproportionate gender representation of 75.21% female to 24.79% male participants. Through descriptive and bivariate analysis, we established norms based on percentiles. For the complete instrument and its subscales, significant differences by sex were identified, with magnitudes varying from small to moderate. For the full instrument and its subscales, bar scale norms by percentile and sex are presented. Each subscale (stressors, physical and psychological reactions, social behavioural reactions, total reaction, and coping) has score ranges defined for low, medium, and high levels. These ranges vary according to the sex of the respondent, with notable differences in stressors and physical, psychological, and social behavioural reactions. This study stands out for its broad and heterogeneous sample, which enriches the representativeness of the data. It offers a comprehensive view of academic stress in college students, identifying distinctive factors and highlighting the importance of gender-sensitive approaches. Its findings contribute to understanding and guide future interventions. By offering a descriptive analysis of the SISCO-II-AS inventory and establishing bar norms, this research aids health professionals and educators in better assessing and addressing academic stress in the student population.
In a competitive environment, the relationship between global and local fashion in shaping consumption behavior is under question. This study explores the antecedents of consumers' purchasing intentions for local fashions, mainly considering buying intentions for global alternatives, price, and product design while controlling for age, income, gender, geographic location, and occupation. We discovered that consumers' buying intentions for global fashion harm their intent to buy local substitutes, based on a non-probability survey of 260 young adults and hierarchical multiple regression analysis. We associate these findings with cultural identity theory, social identity theory, ethnocentrism, substitute versus complementary concepts, and cue utilization theory. International marketers can devise marketing strategies referring to these findings.
In a country whose indicators of population impoverishment continue to increase, it is concerning that individuals spend money to buy cigarettes instead of using this resource in actions that strengthen aspects of the well-being of their lives and that of their families. Based on the Brazilian National Health Survey conducted in 2019, the influence of spending on manufactured cigarettes on the family budget in households with at least one smoker was estimated, stratified by sociodemographic characteristics. Brazilian smokers allocated around 8% of their average per capita monthly household income to the purchase of manufactured cigarettes. The percentage of average monthly expenditure on cigarettes reached almost 10% of this income among smokers aged 15 to 24 and was even higher for those with incomplete elementary education (approximately 11%). In the North and Northeast regions of the country, this expenditure exceeded 9%. The state with the most significant impact on household income was Acre (13.6%), followed by Alagoas (11.9%), Ceará, Pará, and Tocantins (all with approximately 11%). Our findings, therefore, reinforce the importance of strengthening the implementation of effective measures, such as tax policy, to reduce the proportion of smokers. Thus, the money that individuals currently allocate to purchase cigarettes can be used to meet their basic needs, contributing to the promotion of health and improving the quality of life.
In a digital early literacy intervention RCT, children born late preterm fell behind peers when in a control condition, but outperformed them when assigned to the intervention. Results did however not replicate previous findings. Replication is often complicated by resource quality. Gold Standard measures are generally time-intensive and costly, while they closely align with, and are more sensitive to changes in, early literacy and language performance. A planned missing data approach, leaving these gold standard measures incomplete, might aid in addressing the origin(s) of non-replication. Participants after consent were 695 p Dutch primary school pupils of normal and late preterm birth. The high-quality measures, in additional to simpler but complete measures, were intentionally administered to a random subsample of children. Five definitions of gold standard alignment were evaluated. Two out of five gold standard levels improved precision compared to the original results. The lowest gold standard level did not lead to improvement: precision was actually diminished. In two gold standard definitions, an alphabetical factor and a writing-only factor the model estimates were comparable to the original results. Only the most precise definition of the gold standard level replicated the original results. Gold standard measures could only be used to improve model efficiency in RCT-designs under sufficiently high convergent validity.
In a growing number of countries, patients are offered access to their full online clinical records, including the narrative reports written by clinicians (the latter, referred to as "open notes"). Even in countries with mature patient online record access, access to psychotherapy notes is not mandatory. To date, no research has explored the views of psychotherapy trainees about open notes. This study aimed to explore the opinions of psychotherapy trainees in Switzerland about patients' access to psychotherapists' free-text summaries. We administered a web-based mixed methods survey to 201 psychotherapy trainees to explore their familiarity with and opinions about the impact on patients and psychotherapy practice of offering patients online access to their psychotherapy notes. Descriptive statistics were used to analyze the 42-item survey, and qualitative descriptive analysis was employed to examine written responses to four open-ended questions. Seventy-two (35.8%) trainees completed the survey. Quantitative results revealed mixed views about open notes. 75% agreed that, in general open notes were a good idea, and 94.1% agreed that education about open notes should be part of psychotherapy training. When considering impact on patients and psychotherapy, four themes emerged: (a) negative impact on therapy; (b) positive impact on therapy; (c) impact on patients; and (d) documentation. Students identified concerns related to increase in workload, harm to the psychotherapeutic relationship, and compromised quality of records. They also identified many potential benefits including better patient communication and informed consent processes. In describing impact on different therapy types, students believed that open notes might have differential impact depending on the psychotherapy approaches. Sharing psychotherapy notes is not routine but is likely to expand. This mixed methods study provides timely insights into the views of psychotherapy trainees regarding the impact of open notes on patient care and psychotherapy practice.
In a science classroom, students do not simply learn scientific ways of doing, knowing, and reasoning unless they find ways of appropriating scientific discourse. In the Next Generation Science Standards, major forms of scientific discourse are emphasized as a main part of the Science and Engineering Practices. To enhance student engagement in scientific discourse, teachers need to help students differentiate scientific ways of talking from everyday ways of talking. Thus, science teachers should be able to be aware of the differences to provide opportunities for students to engage in scientific discourse. In this study, the classroom discourse analysis tool (CDAT) was developed to help science teachers and educators identify the patterns of their classroom discourse with the lens of scientific reasoning. The CDAT suggests a new way of discourse pattern finding with the two-dimensional graphic organizer and the quantitative data produced by the coding. To pilot the CDAT analysis, 13 videos and transcripts of two middle and one high school teachers' physical science classes were viewed and analyzed. The results from CDAT coding show illustrative information that characterizes the classroom discourse patterns in relation to scientific reasoning and teachers' questioning and feedback. A coded CDAT table shows what reasoning components used in the classroom dialogs between the teacher and students. It also shows how students engaged in the dialogs with the variations of their answers by the teacher's question and feedback. The results show the patterns of students' responses strongly depend on teacher's question or feedback. In addition, this analysis also generates various quantitative data that represent certain characteristics of the classroom discourse, i.e., length of dialog and the number of reasoning components used. The possible implications of CDAT analysis are to explore the relationships between teachers' discourse patterns and students' achievement along with changes in their reasoning skills. Student attitudinal outcomes such as motivations, interests, or self-efficacy could also be compared by the classroom discourse patterns revealed by CDAT. CDAT analysis itself can also be used in a teacher professional development as an intervention to help teachers see their classroom discourse patterns.
In a UK national census sample, women from the upper and lower socioeconomic (SES) classes achieve parity in completed family size, despite marked differences in both birth rates and offspring survival rates. We test the hypothesis that women adopt reproductive strategies that manipulate age at first reproduction to achieve this. We use a Monte-Carlo modeling approach parameterized with current UK lifehistory data to simulate the reproductive lifehistories of 64,000 individuals from different SES classes, with parameter values at each successive time step drawn from a statistical distribution defined by the census data. We show that, if they are to achieve parity with women in the higher socioeconomic classes, women in lower socioeconomic classes must begin reproducing 5.65 years earlier on average than women in the higher SES classes in order to offset the higher class-specific mortality and infertility rates that they experience. The model predicts very closely the observed differences in age at first reproduction in the census data. Opting to delay reproduction in order to purse an education-based professional career may be a high risk strategy that many lower SES women are unwilling and unable to pursue. As a result, reproducing as early as possible may be the best strategy available to them.
In academia, showcasing diversity, equity, and inclusion (DEI) values has become increasingly prominent in efforts to recruit students and faculty with marginalized identities, yet little work has examined the empirical effects that such DEI practices and identity safety cues have on the perceptions of these institutions. In the present study, we examine the contextual factors that shape how Black science, technology, engineering, and mathematics (STEM) students learn and draw inferences about diversity and cultural climate in the graduate programs to which they consider applying. A sample of 217 Black participants with background in a STEM discipline viewed a mock academic department website which presented varied combinations of expressed diversity cues (diversity vs. neutral mission statement) and/or evidence-based diversity cues (racially diverse vs. all-White faculty). Participants reported perceptions of the department's DEI culture, their own perceived fit within the program, and belief of future personal success within that institution. Results indicated a significant main effect of evidence-based cue, in the form of faculty diversity, on all examined outcomes, with Black participants more positively assessing a program exhibiting this cue. An expressed cue, in the form of diversity statement, did not have significant effects. These results indicate that in higher education, as in other settings, evidence-based cues may be more effective means to cue identity safety. This study provides a foundation for future research to help guide efforts of academic programs seeking to create a welcoming and supportive climate for all potential applicants. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
In academic research on intercultural communication (IC), students' perceptions and experiences regarding English as a lingua franca (ELF) have been central to the discussion because they form the basis for English teaching policies and practices in multilingual and multicultural environments. Substantial theoretical research on ELF has called for a paradigm shift from emphasizing the over-simplistic correlation between language and Anglophone cultures to recognizing the legitimacy of non-native English learners' home culture in English teaching pedagogy. Nonetheless, little empirical research has been conducted to examine how ELF speakers understand their home culture in ELF communications. Relatively fewer studies have investigated to what extent ELF users' perceptions of home culture influence their IC practices. To address these gaps, this study aims to explore Chinese international students in a liberal arts university in the United Kingdom and their understanding of Chinese culture in authentic ELF interactions. In addition, the perceived effects of Chinese culture on students' IC were explored in great depth. This study adopts a mixed-method approach, including a student questionnaire (N = 200) and follow-up semi-structured interviews (N = 10). Following descriptive statistics and thematic analysis of the obtained data, the findings revealed that most participants lacked a thorough understanding of their home culture, while they considered home culture playing a significant role in ELF communications. The contribution of this study builds on work in English users' awareness of home culture in IC to identify the significance of enabling the presence of English learners' home culture in English language teaching (ELT) classrooms.
In acute chest pain management, risk stratification tools, including medical history, are recommended. We compared the fraction of patients with sufficient clinical data obtained using computerized history taking software (CHT) versus physician-acquired medical history to calculate established risk scores and assessed the patient-by-patient agreement between these 2 ways of obtaining medical history information. This was a prospective cohort study of clinically stable patients aged ≥ 18 years presenting to the emergency department (ED) at Danderyd University Hospital (Stockholm, Sweden) in 2017-2019 with acute chest pain and non-diagnostic ECG and serum markers. Medical histories were self-reported using CHT on a tablet. Observations on discrete variables in the risk scores were extracted from electronic health records (EHR) and the CHT database. The patient-by-patient agreement was described by Cohen's kappa statistics. Of the total 1000 patients included (mean age 55.3 ± 17.4 years; 54% women), HEART score, EDACS, and T-MACS could be calculated in 75%, 74%, and 83% by CHT and in 31%, 7%, and 25% by EHR, respectively. The agreement between CHT and EHR was slight to moderate (kappa 0.19-0.70) for chest pain characteristics and moderate to almost perfect (kappa 0.55-0.91) for risk factors. CHT can acquire and document data for chest pain risk stratification in most ED patients using established risk scores, achieving this goal for a substantially larger number of patients, as compared to EHR data. The agreement between CHT and physician-acquired history taking is high for traditional risk factors and lower for chest pain characteristics. ClinicalTrials.gov NCT03439449.
In adapting to COVID-19, many health professional training programs moved abruptly from in-person to online simulated patient interviews for teaching and evaluation without the benefit of evidence regarding the efficacy of this mode of delivery. This paper reports on a multi-methods research project comparing in-person and online simulated patient interviews conducted by allied health professionals as part of an educational intervention offered at a large university teaching hospital. Twenty-three participants conducted two 15-min interviews with simulated patients using previously validated scenarios of patients presenting with suicide risk. In order to assess the equivalency of the two modalities, physiological and psychological stress were measured using heart rate variability parameters and the State-Trait Anxiety Inventory respectively, and then were compared across cohorts using t-tests. Reflective interviews elicited qualitative impressions of the simulations that were subject to thematic qualitative analysis. There were no statistical differences in measures of psychological stress or physiological arousal of participant health care professionals who engaged with in-person versus online simulated interviews, suggesting they were equally effective in eliciting reactions commonly found in challenging clinical situations. In reflective interviews, participants commented on the realism of both modalities of simulated patient encounters and that simulated interviews provoked emotional and physiological responses consistent with actual patient encounters. These findings provide developing evidence that carefully designed online clinical simulations can be a useful tool for the education and assessment of healthcare professionals.
In addition to preserving their health, young people can also play a role in providing information to wider society. Nutrition habits that have developed over the years at college have an impact on the foundation of a lifelong lifestyle. Our aim was to identify university students' online and offline information-seeking attitudes related to healthy nutrition and create a new theoretical concept. Participants were university students (n = 612), and the self-administered, paper-based questionnaires were sent out to nine Hungarian universities. Both descriptive and multivariate statistical procedures were used in the analysis. Online and offline information sources were categorized. In relation to university students' information-seeking competence, the component of electronic health literacy was determined. In analyzing attitudes, the components of acceptance of, incentive for, and rejection of or ambivalence towards healthy nutrition were identified. The information-seeking categories related to the stages of university students' conscious transition to healthy nutrition were also identified. University students' competences related to electronic health literacy are essentially favorable. This target group accepts healthy nutrition and tries to recommend it to others, too. However, a rejecting or ambivalent attitude could also be identified. Online and offline sources of information accompany university students' transition of the relevant stages of changes. The theoretical concept that we developed can contribute to bridging gaps in the interrelatedness of diverse information sources and healthy nutrition.
In advanced clinical learning labs on campus, high-fidelity simulation has become an essential educational approach in the Bachelor of Nursing Education programme. However, simulation while in clinical placement, in situ, is rarely used in Bachelor of Nursing Education. The aim of the present study was to explore how in situ simulation training at a surgical hospital ward, according to Bachelor of Nursing students, influenced their learning and development process. A qualitative descriptive study was conducted. Data were collected through individual interviews with a sample of 21 s-year Bachelor of Nursing students who completed 40 in situ simulations during their eight-week clinical placement at a Norwegian University Hospital. Data were analysed using inductive content analysis. The data analysis generated six subcategories constituting two descriptive categories: building professional confidence and internalising nursing knowledge. Although the students found in situ simulation stressful and uncomfortable for being assessed by student peers, the teacher and preceptor, the process of managing clinical situations in simulation helped build professional confidence. What the students had learned in the simulation was directly transferable to real clinical situations because they were in the hospital setting. The simulation sessions enabled them to connect theoretical knowledge and clinical skills. They could test their skills in a safe environment, performing procedures that made them aware of how their knowledge could be used in real life. According to the Bachelor of Nursing students' own experiences, in situ simulation supported the students' learning process, connected theory and practice and contributed to developing confidence in the performance of clinical skills. Including simulation in clinical practice could prove to be an effective way of teaching and learning clinical skills in nursing regarding resources and learning outcomes.
In an age of mass communication, citizens need to learn how to detect and transmit reliable scientific information. This need is exacerbated by the transmission of news through social media, where any individual has the potential to reach thousands of other users. In this article, we argue that fighting the uncontrolled transmission of unreliable information requires improved training in broad epistemic integrity. This subcategory of research integrity is relevant to students in all disciplines, and is often overlooked in integrity courses, in contrast to topics such as fraud, plagiarism, collaboration and respect for study subjects. Teaching epistemic integrity involves training epistemic skills (such as metacognitive competences, capacity to use helpful heuristics, basic statistical and methodological principles) and values (such as love of truth, intellectual humility, epistemic responsibility). We argue that this topic should be addressed in secondary school, and later constitute a fundamental component of any university curriculum.