Yoxas/statistical_literacy huggingface dataset:
Maternal bonding has an effect on the baby throughout its life. The effective and complete occurrence of the mother-baby bond depends on many factors which can be individual or environmental. Health literacy plays an important role in the health behaviors of individuals, the prevention of diseases, and the improvement of health. Health literacy is a key determinant of medical-related issues. This study was conducted to examine the relationship between health literacy and mother-infant attachment in infancy. It was aimed to predict the biopsychosocial impact of the mother's health literacy level on the baby's life indirectly. The sample of this descriptive and cross-sectional study included 202 mothers. Data were collected using the Personal Information Form, Health Literacy Scale-Short Form (HLS-SF), and Maternal Attachment Inventory (MAI). There were no statistical correlations between HLS-SF scores and MAI scores. In addition, the mothers with a statistically significant higher MAI score were those whose partners had a higher education level, had a planned pregnancy, worked in the prenatal period, never breastfed, and had earlier skin-to-skin contact with their baby. (P < 0.05). Factors that may affect maternal bonding, which affects a baby's entire life, should be addressed by the authorities and necessary improvements would be useful. We believe that this previously unexplored study will pave the way for multicenter similar studies.
Maternal health care is one of the main challenges worldwide, especially in low- and middle-income countries (LMICs) such as Iran. In this cross-sectional study, we introduce an electronic health software for maternal care that is active under the supervision of the Valiasr Reproductive Health Research Center of Tehran University of Medical Sciences in providing maternal health education to Iranian pregnant women. In addition to describing the details of this open-source software and encouraging LMICs health policymakers to develop such software, this manuscript also provides a cross-sectional report and statistical analysis on anonymous Iranian pregnant women who registered in this system. Since 2015, we have launched an electronic health software in Iran called "niniMED Pregnancy Calendar" in Persian. This system has multiple educational and motivational features for pregnant women, including momentary weight recommendations based on pregnancy week and recommended dates for common tests during pregnancy according to the first day of the last menstrual period in Jalali calendar format. Additionally, we measured user satisfaction with this system using a questionnaire. From 2015 to 2017, 1,217 anonymous Iranian pregnant women registered in this system. The average age of pregnant Iranian women was 30.67 years (30 years and 8 months). Users had a body mass index (BMI) of 24.68 kg.m-2, which had a significant direct relationship with their gestational age (P=5.81e-05) and indicated an improvement in appropriate weight for Iranian women compared to previous studies. We showed that there was a significant direct relationship between the age of Iranian pregnant women and the likelihood of a high-risk pregnancy (P=0.008). We also observed a significant inverse relationship between pregnancy week and their tendency to receive pregnancy-related education (P=0.018). Finally, we found that more than 88% of pregnant Iranian women assessed membership in such systems as completely useful for pregnancy. The development of such electronic health systems for informing pregnant women can provide low-cost maternal education to LMICs pregnant women and potentially assist in managing weight gain during pregnancy and reducing associated risks. It can also be widely accepted by pregnant women.
Maternal health literacy (MHL) is the ability of mothers to obtain, interpret, appraise, and apply women and child health information that contributes to a reduction in mortality among mothers and children. This is an important concern since a woman's health during pregnancy may be her first interaction with the healthcare system, and a woman's comprehension of health information has a direct impact on her unborn child's growth throughout the process of conception. Assess the degree of maternal health literacy and related factors in women's and children's health care among mothers whose children have received basic immunizations at the public healthcare facilities in Ilu Abba Boor. A cross-sectional study was carried out in the facility between December 2021 and January 2022. Investigators trained supervisors and data collectors for five days before data collection. Through basic random sampling, 411 mothers whose children had received the minimum set of vaccinations from health facilities in the Ilu Ababor zone of Oromia, Ethiopia, were chosen. Face-to-face interviews were used to gather the data, which were then imported into Epidata 4.1 and exported to SPSS. The factors associated with maternal health literacy in maternal and child healthcare were identified through the application of descriptive statistics, bivariate analysis, and multivariable logistic regression analyses. The findings are displayed in the form of graphs, tables, and figures. This study had a 100% response rate when 411 participants were invited to participate. The mean maternal health literacy score was 28.5±10.3. Most of the women (293 [71.3%]) had inadequate health literacy levels while 118 (28.7%) had adequate. The multivariate analysis's findings indicated that the rate of adequate maternal health literacy was 12.2 times higher among urban women than among rural ones (AOR=12.2 [5.34, 24.48]). Women who gave birth vaginally were 0.24 times less likely to have adequate maternal health literacy than women who had a caesarean section (AOR=0.24 [0.112, 0.503]). Mothers who had four or more prenatal care follow-ups were found to have sufficient maternal health literacy higher than those who had just one (AOR=0.23[0.095, 0.556]), two (AOR=0.26[0.138, 0.307]), and three times (0.14{0.108, 0.167]) antenatal care contacts. This study shows that inadequate maternal health literacy affects the healthcare of mothers and children. Given the significance of health literacy for women's health, national health authorities ought to develop more educational initiatives aimed at raising health literacy rates and empowering women who are of reproductive age.
Maternal mental health including postpartum mental health is essential to women's health. This study aimed to develop a specific measure for assessing postpartum depression literacy and consequently evaluate its psychometric properties among a sample of perinatal women. This investigation was composed of two studies: developing the measure, and evaluating of psychometric properties of the developed questionnaire. In development stage an item pool was created. Then, based on definition of mental health literacy and preliminary screening, an initial questionnaire was developed. The content and face validity of the questionnaire were then assessed. In the second study psychometric properties of the questionnaire were examined. Overall 692 perinatal women with the mean age of 27.63 years (ranging from 17 to 43) participated in the study. In all an item pool of 86 items was generated. Of these, 31 items were removed and the remaining 55 items subjected to content and face validity and further 16 items removed. In the second stage a 39-item questionnaire namely the Postpartum Depression Literacy Scale (PoDLis) was evaluated. In principal component factor analysis, 31 items were loaded indicating a 7-factor solution for the questionnaire. The factors designated the following constructs: ability to recognize postpartum depression, knowledge of risk factors and causes, knowledge and belief of self-care activities, knowledge about professional help available, beliefs about professional help available, attitudes which facilitate recognition of postpartum depression and appropriate help-seeking, and knowledge of how to seek information related to postpartum depression. Finally performing the confirmatory factor analysis, the Postpartum Depression Literacy Scale with 31 items was supported for the structures suggested by theoretical model and findings from the exploratory factor analysis. The Cronbach's alpha coefficient for the scale was .78 and it ranged from .70 to .83 for each factor lending support to the internal consistency of the questionnaire. The findings suggest that the Postpartum Depression Literacy Scale (PoDLiS) is a reliable and valid instrument for measuring the postpartum depression literacy and now can be used in studies of mental health literacy in women.
Maternal mortality data and review are important indicators of the effectiveness of maternity healthcare systems and an impetus for action. Recently, a rising incidence of maternal mortality in high income countries has been reported. Various publications have raised concern about data collection methods at country level, as this usually relies mainly on national vital statistics. It is therefore essential that the collected data are complete and accurate and conform to international definitions and disease classification. Accurate data and review can only be truly available when an Enhanced Obstetric Surveillance System is in place. EBCOG calls for action by national societies to work closely with their respective ministries of health to ensure that high quality surveillance systems are in place.
Maternal mortality rates and human development indexes can reflect a country's quality of health services. During the COVID-19 pandemic, these two achievement indicators are predicted to experience significant changes, and both have an interrelated relationship. To find the relationship between maternal death due to COVID-19 and the Human Development Index (HDI) in East Java, Indonesia. A cross-sectional analytic study was carried out by processing secondary data from the provincial department of health regarding maternal mortality due to COVID-19 in East Java in 2020 and the HDI data from the Indonesian Central Statistics Agency. After that, the data were analyzed statistically using SPSS Statistics. The number of maternal deaths due to East Java's COVID-19 during 2020 was 793 out of 1280. Furthermore, the HDI reached 2744.6, the first dimension contains life expectancy reaching 2725.3, and the number of health workers 100,021. In the second dimension, the literacy rate reaches 3482.9, and the average length of schooling is 134,341. Moreover, the last dimension contains a total population density of 40,878,789, and a poverty rate of 4572.7. Statistical analysis results show a positive relationship between maternal mortality due to COVID-19 and HDI, with a p-value of 0.008. There is a significant relationship between maternal mortality due to COVID-19 and HDI. However, the link between maternal mortality and COVID-19 related to the detailed dimensions contained in the HDI is not statistically related.
Math anxiety and personality influence numeracy, although the nature of their contribution has been overlooked. In the present study, we investigated whether their association with numeracy depended on field of study and gender in higher education. Participants were Italian undergraduates in either the humanities (N = 201) or Science, Technology, Engineering and Math (STEM; N = 209) fields of study. These participants remotely completed standardized tests assessing numeracy, math anxiety, personality, intelligence, and basic numerical skills. We tested whether math anxiety and personality interacted with field of study and gender in predicting numeracy. Results showed that math anxiety was negatively associated with numeracy independently of field of study and gender, while the effect of personality, especially neuroticism, on numeracy interacted with field of study over and above intelligence and basic numerical skills. Specifically, humanities undergraduates with higher neuroticism levels scored lower in numeracy than STEM undergraduates. These findings underscore the importance of emotional experience for a good performance in mathematics, beyond math anxiety and the other personality traits, in the students that are less familiar with mathematics. Finally, no robust gender moderation emerged, suggesting that its role may be overridden by differences associated with career choice.
Mathematical ability is moderately heritable, and it is a complex trait which can be evaluated in several different categories. A few genetic studies have been published on general mathematical ability. However, no genetic study focused on specific mathematical ability categories. In this study, we separately performed genome-wide association studies on 11 mathematical ability categories in 1146 students from Chinese elementary schools. We identified seven genome-wide significant single nucleotide polymorphisms (SNPs) with strong linkage disequilibrium among each other (all r2 > 0.8) associated with mathematical reasoning ability (top SNP: rs34034296, p = 2.01 × 10-8 , nearest gene: CUB and Sushi multiple domains 3, CSMD3). We replicated one SNP (rs133885) from 585 SNPs previously reported to be associated with general mathematical ability associated with division ability in our data (p = 1.053 × 10-5 ). In the gene- and gene-set enrichment analysis by MAGMA, we found three significant enrichments of associations with three mathematical ability categories for three genes (LINGO2, OAS1 and HECTD1). We also observed four significant enrichments of associations with four mathematical ability categories for three gene sets. Our results suggest new candidate genetic loci for the genetics of mathematical ability.
Mathematical anxiety (MA) and mathematics performance typically correlate negatively in studies of adolescents and adults, but not always amongst young children, with some theorists questioning the relevance of MA to mathematics performance in this age group. Evidence is also limited in relation to the developmental origins of MA and whether MA in young children can be linked to their earlier mathematics performance. To address these questions, the current study investigated whether basic and formal mathematics skills around 4 and 5 years of age were predictive of MA around the age of 7-8. Additionally, we also examined the cross-sectional relationships between MA and mathematics performance in 7-8-year-old children. Specifically, children in our study were assessed in their first (T1; aged 4-5), second (T2; aged 5-6), and fourth years of school (T3; aged 7-8). At T1 and T2, children completed measures of basic numerical skills, IQ, and working memory, as well as curriculum-based mathematics tests. At T3, children completed two self-reported MA questionnaires, together with a curriculum-based mathematics test. The results showed that MA could be reliably measured in a sample of 7-8-year-olds and demonstrated the typical negative correlation between MA and mathematical performance (although the strength of this relationship was dependent on the specific content domain). Importantly, although early formal mathematical skills were unrelated to later MA, there was evidence of a longitudinal relationship between basic early symbolic number skills and later MA, supporting the idea that poorer basic numerical skills relate to the development of MA.
Mathematical competencies can be conceptualized as layers of knowledge, with numeracy skills as the foundational core and more complex mathematical skills as the additional layers over the core. In this study, we tested an expanded hierarchical symbol integration (HSI) model by examining the hierarchical relations among mathematical skills. Undergraduate students (N = 236) completed order judgement, simple arithmetic, fraction arithmetic, algebra, and verbal working memory tasks. In a series of hierarchical multiple regressions, we found support for the hierarchical model: Additive skills (i.e., addition and subtraction) predicted unique variance in multiplicative skills (i.e., multiplication and division); multiplicative skills predicted unique variance in fraction arithmetic; and fraction skills predicted unique variance in algebra. These results support the framework of the HSI model in which mathematical competencies are related hierarchically, capturing the increasing complexity of symbolic mathematical skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1-4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model's development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.
Mathematical language (i.e., content-specific language used in mathematics) and emergent literacy skills predict children's broad numeracy development. However, little work has examined whether these domains predict development of individual numeracy skills (e.g., cardinality, number order). Thus, the aim of the current study was to examine longitudinal relations among mathematical language, emergent literacy skills, and specific early numeracy skills. Participants included 114 preschool children aged 3.12 to 5.26 years (M = 4.17 years, SD = 0.59). Specifically, this study examined whether mathematical language and three emergent literacy skills (print knowledge, phonological awareness, and general vocabulary) in the fall of preschool predicted 12 individual early numeracy skills in the spring, controlling for age, sex, rapid automatized naming, parent education, and autoregressors. Results indicated that mathematical language predicted development of most of the early numeracy skills (e.g., set comparison, numeral comparison, numeral identification), but findings for emergent literacy skills were not robust. Among the three emergent literacy skills, only print knowledge was a significant predictor of development in some specific numeracy skills, including verbal counting, number order, and story problems. Results highlight the important role of mathematical language in children's numeracy development and provide the foundation for future work in designing interventions to improve early numeracy skills.
Mathematical manipulative models have had a long history of influence in biological research and in secondary school education, but they are frequently neglected in undergraduate biology education. By linking mathematical manipulative models in a four-step process-1) use of physical manipulatives, 2) interactive exploration of computer simulations, 3) derivation of mathematical relationships from core principles, and 4) analysis of real data sets-we demonstrate a process that we have shared in biological faculty development workshops led by staff from the BioQUEST Curriculum Consortium over the past 24 yr. We built this approach based upon a broad survey of literature in mathematical educational research that has convincingly demonstrated the utility of multiple models that involve physical, kinesthetic learning to actual data and interactive simulations. Two projects that use this approach are introduced: The Biological Excel Simulations and Tools in Exploratory, Experiential Mathematics (ESTEEM) Project (http://bioquest.org/esteem) and Numerical Undergraduate Mathematical Biology Education (NUMB3R5 COUNT; http://bioquest.org/numberscount). Examples here emphasize genetics, ecology, population biology, photosynthesis, cancer, and epidemiology. Mathematical manipulative models help learners break through prior fears to develop an appreciation for how mathematical reasoning informs problem solving, inference, and precise communication in biology and enhance the diversity of quantitative biology education.
Mathematical modeling has become a crucial competence in mathematics education in many countries and regions due to the increasingly complex real-world problems that students face in the 21st century. Previous research has shown that mathematical modeling contributes to the development of students' creativity, particularly with respect to stimulating and protecting the curiosity of children. However, previous studies have not explored or examined the relationships among middle school students' mathematical modeling competency, curiosity, and creativity based on data drawn from large-scale assessments and have not investigated the influence of teachers' teaching methods in this context. This study used convenience sampling to select 4,531 seventh-grade students from eastern and western, urban and rural areas in China. Online tests and questionnaires were used to measure their mathematical modeling competency, curiosity, creativity and guided inquiry teaching, and a moderated mediation model was used to analyze the effect of mathematical modeling competency on creativity. The results showed the following. (1) There are statistically significant differences between boys and girls in terms of their mathematical modeling competency, curiosity, and creativity. Specifically, boys score significantly higher than girls on these variables. (2) Creativity exhibits a statistically significant positive correlation with mathematical modeling competency, curiosity, and guided inquiry teaching. (3) Curiosity mediates the relationship between mathematical modeling competency and creativity, and guided inquiry teaching moderates the influence of curiosity. In high-level guided inquiry teaching classes, curiosity has a stronger influence on creativity, and it mediates the relationship between mathematical modeling competency and creativity more strongly. This study empirically verified the influence of mathematical modeling competency on creativity and provided a possible way to cultivate children's creativity. Future research should use longitudinal analysis to verify the causal relationship between mathematical modeling competency and creativity and to systematically explore the possible path by which mathematical modeling competency affects creativity.