Yoxas/statistical_literacy huggingface dataset:
Research has demonstrated that icon arrays (also called "pictographs") are an effective method of communicating risk statistics and appear particularly useful to less numerate and less graphically literate people. Yet research is very limited regarding whether icon type affects how people interpret and remember these graphs. 1502 people age 35-75 from a demographically diverse online panel completed a cardiovascular risk calculator based on Framingham data using their actual age, weight, and other health data. Participants received their risk estimate in an icon array graphic that used 1 of 6 types of icons: rectangular blocks, filled ovals, smile/frown faces, an outline of a person's head and shoulders, male/female "restroom" person icons (gender matched), or actual head-and-shoulder photographs of people of varied races (gender matched). In each icon array, blue icons represented cardiovascular events and gray icons represented those who would not experience an event. We measured perceived risk magnitude, approximate recall, and opinions about the icon arrays, as well as subjective numeracy and an abbreviated measure of graphical literacy. Risk recall was significantly higher with more anthropomorphic icons (restroom icons, head outlines, and photos) than with other icon types, and participants rated restroom icons as most preferred. However, while restroom icons resulted in the highest correlations between perceived and actual risk among more numerate/graphically literate participants, they performed no better than other icon types among less numerate/graphically literate participants. Icon type influences both risk perceptions and risk recall, with restroom icons in particular resulting in improved outcomes. However, optimal icon types may depend on numeracy and/or graphical literacy skills.
Research has demonstrated the benefits of transcranial magnetic stimulation (TMS) in rehabilitation. TMS has been widely used in clinical and research settings for individuals with and without neurological dysfunctions. Therefore, understanding the knowledge and attitudes of rehabilitation specialists regarding TMS is crucial for its application. To our knowledge, no such studies have previously been conducted in the rehabilitation field. Therefore, this study is the first to assess rehabilitation specialists' knowledge of and attitudes toward TMS. An observational cross-sectional study using a self-administered online survey was conducted among 102 rehabilitation specialists to assess their knowledge and attitudes regarding TMS application in rehabilitation sciences. Descriptive and inferential statistics were used to describe the knowledge and attitudes of rehabilitation specialists toward TMS and examine the impact of different factors such as gender, education level, acceptability, and practice on these outcomes. Rehabilitation specialists who participated in this study showed a limited level of general knowledge of TMS in rehabilitation (7.81 ± 6.20, 37.19%). However, a significant association between educational levels and knowledge was found. Higher knowledge scores were observed for specialists with post-graduate degrees compared to those with only a bachelor's degree. Moreover, knowledge level, experience, and availability of TMS equipment in the workplace led to a positive attitude toward TMS among rehabilitation specialists. A low knowledge level among rehabilitation specialists was attributed to their level of education. Nevertheless, specialists showed an overall positive attitude toward TMS. Therefore, customized medical education is necessary to incorporate TMS theory and applications into neuroscience and rehabilitation courses for rehabilitation specialists as it holds significant promise as a therapeutic tool.
Research has documented the critical role played by the early home environment in children's mathematical development in Western contexts. Yet little is known about how Chinese parents support their preschoolers' development of math skills. The Chinese context is of particular interest because Chinese children outperform their Western counterparts in math, even early in development. The current study sought to fill this gap by examining a sample of 90 families of 4- and 5-year-olds from mainland China. Parental support-as measured by the frequency of parent-child engagement in home activities as well as parent number talk-and parents' role in children's numeracy skills were investigated. Results indicate wide variation among parents in both types of support. Frequency of engagement in formal numeracy activities, including counting objects and reading number story books, was related to children's knowledge of cardinality. A principal components analysis did not identify informal numeracy activities as a distinct home activity component, likely due to the infrequent occurrences of game-like numeracy activities among the Chinese families. Instead, a structured activity component emerged (e.g., playing musical instruments) and was positively related to children's arithmetic skills. Diversity, but not quantity, of parent number talk was related to children's symbolic magnitude understanding. The distinctive relationships between specific parental measures and child outcomes speak to the need for nuanced identification of home environment factors that are beneficial to particular math competencies. The findings also suggest cultural variations in the mechanisms that support children's mathematical development, highlighting the merits of investigating this topic in non-Western contexts.
Research has documented the implementation of telecommunications and virtual technology use in health care disciplines to expand accessibility. Despite the current trend of digital innovations in healthcare systems, telehealth technology is not readily adopted in the dental hygiene profession yet. Currently, no standardized educational framework exists in dental hygiene curricula to prepare professionals with the technical skill set and professional knowledge necessary for telehealth applications. The aims and objectives of this research were (1) to investigate existing dental hygiene educators' pedagogical frameworks for incorporating telehealth technology into dental hygiene curricula, (2) explore these educators' instructional strategies for teaching telehealth technology, and (3) examine the theoretical implications and practical outcomes of teaching telehealth technology for professional development and transferrable work-force ready skills. A nine-item, open-ended, semi-structured interview guide was prepared and approved by the Institutional Review Board (IRB) in January 2023 to qualitatively investigate accredited entry-level dental hygiene programs in the United States. Thematic interpretational analysis was conducted using NVivo software. A total of 54 of the 328 dental hygiene programs volunteered for participation. Thirteen full-time and part-time dental hygiene educators met inclusion criteria. The core salient themes identified included (a) curriculum mapping, (b) technology integration, (c) professional collaboration, and (d) supplemental skill set. These findings provide guidance to dental hygiene programs for bridging the teledentistry knowledge gap in curriculum development. Incorporating telehealth applications into dental hygiene curricula prepares future dental hygienists with the specialized training needed to function as a member of contemporary health care teams addressing access to care.
Research has established that the ability to self-regulate is an important factor in adolescents' learning, and cognitive and social functioning. Several theories on self-regulation and classroom studies suggest effects of the social learning environment on students' self-regulation. However, most studies investigating these relations have a cross-sectional correlational design and do not relate to adolescents, resulting in little knowledge about causal directions and adolescents. This study extends existing research by examining effects of a selection of supportive and undermining teacher behavior dimensions on early adolescents' development of self-regulation (self-regulated learning). The teacher behavior dimensions are based on ideas of the self-determination theory in which a distinction is made between dimensions that support vs. thwart three basic psychological needs (need for autonomy, competence, and relatedness) which are assumed to be important for human growth and (psychological) well-functioning. Supporting autonomy, delivering structure, and being involved with the students are assumed to be important for the fulfillment of students' basic psychological needs, while exhibiting controlling instructional behavior, having chaos, uncertainty and inconsistency in the classroom, and rejection and neglect of students, are supposed to be a treat. Questionnaires were used for measuring students' perceptions of their teachers' behavior and their own self-regulation at several points in time during their first year of secondary education. Participants in the study were 566 students belonging to 20 Mathematics/English grade-7 secondary education classes in The Netherlands. Multilevel analyses point to the importance of all three teacher need-supportive dimensions (with highest effects of structure and involvement) and indicated that teachers' need-thwarting behavior negatively affected students' self-regulation. However, when corresponding supportive and thwarting teacher behavior dimensions were included together in the same multilevel model, only the effect of the undermining dimension of controlling teacher behavior remained significant in addition to the corresponding autonomy-support dimension. Findings are in line with existing research and highlight the importance of both teachers' need-supportive and teachers' need-thwarting behavior in daily secondary-education classrooms and contribute to deepen our insight in and understanding of factors (related to external regulation by teachers) leading to positive and negative developments of early adolescents' self-regulation, and, in particular, their self-regulated learning.
Research has identified Northwest Turkey as a key region for the development of dairying in the seventh millennium BCE, yet little is known about how this practice began or evolved there. This research studies Barcın Höyük, a site located in Bursa's Yenişehir Valley, which ranges chronologically from 6600 BCE, when the first evidence of settled life appears in the Marmara Region, to 6000 BCE, when Neolithic habitation at the site ceases. Using pottery sherds diagnostic by vessel category and type, this paper aims at identifying which ones may have been primarily used to store, process, or consume dairy products. Organic residue analysis of selected samples helped address the process of adoption and intensification of milk processing in this region over time. The lipid residue data discussed in this paper derive from 143 isotopic results subsampled from 173 organic residues obtained from 805 Neolithic potsherds and suggest that bowls and four-lugged pots may have been preferred containers for processing milk. The discovery of abundant milk residues even among the earliest ceramics indicates that the pioneer farmers arrived in the region already with the knowhow of dairying and milk processing. In fact, these skills and the reliance on secondary products may have given them one of the necessary tools to successfully venture into the unfarmed lands of Northwest Anatolia in the first place.
Research has increasingly become important to career progression and a compulsory component in most medical programs. While medical trainees are consistently urged to undertake research endeavors, they frequently encounter obstacles at both personal and organizational levels that impede the pursuit of high-quality research. This study aims to identify the barriers and recommend successful interventions to increase research productivity amongst medical trainees. A descriptive cross-sectional survey was carried out among interns, residents, and fellows within a single hospital located in the emirate of Abu Dhabi, UAE. The survey included inquiries regarding perceived obstacles hindering engagement in research activities, factors driving motivation for research involvement, and the assessment of how research participation relates to their job in terms of relevance. Fifty-seven medical trainees participated in the survey, reflecting a response rate of 53%. The survey highlighted common obstacles, notably including time constraints, insufficient statistical and methodology training, the weight of other educational commitments, as well as inadequate incentives and rewards. While a majority of participants expressed interest in engaging in research activities, the consensus was that more incentives and increased funding opportunities would significantly encourage their involvement. Implementing successful interventions such as allocating dedicated time for research, facilitating access to research mentors, and organizing training sessions have the potential to be effective strategies in fostering a thriving research culture and subsequently elevating research productivity of medical trainees.
Research has indicated that physician assistant (PA) students use social media in their medical education; however, research is scant on whether PA students use social media unprofessionally. This study aimed to determine if PA students badmouth others or post pictures or comments depicting substance use and whether a relationship exists between personality and unprofessional posts. PA Program Directors were emailed and asked to disseminate an anonymous survey to their students. The survey included descriptive questions, questions regarding badmouthing and substance use posts, and the Mini-International Personality Item Pool. Data analysis included descriptive statistics, Spearman's correlation coefficient, and Mann-Whitney U with p < .05 indicating significance. Recruitment resulted in n = 497 participants. Clinical year students made significantly more alcohol-related posts than didactic students (p = .01) and were significantly less conscientious (p ≤ .01). Didactic students badmouthed professors significantly more than clinical year students (p < .05). Females made significantly more alcohol-related posts (p ≤ .01); however, males badmouthed friends more (p = .02). A statistically significant relationship was identified between extraversion and all types of badmouthing (p < .05), alcohol-related (p < .001), and recreational drug (p = .02) posts, and between neuroticism and badmouthing professors (p = .02); conversely there was a significant negative correlation between conscientiousness and badmouthing professors (p = .01). Medical educational programs should address professionalism concerning social media with a program policy to encourage a professional and ethical digital profile.
Research has indicated that the attitudes of principals toward students with disabilities may affect the success of the implementation of inclusive programs in schools. This study was designed to address a gap in the research regarding Saudi principals' attitudes toward inclusion. Relationships between attitudes and a number of variables were analyzed (i.e., gender, years of experience, level of school, type of student disability, personal relationships with individuals with disabilities). The study sample was drawn from the 600 public general education elementary, middle, and high schools with special education programs in Riyadh (n = 366 schools) and Jeddah (n = 234 schools) in Saudi Arabia. Each of the principals of these schools for AY2022/2023 was sent an email invitation to participate. A total of 403 respondents (67.17% response rate) successfully completed Bailey's (2004) Principals' Attitudes Toward Inclusive Education (PATIE) scale via electronic survey link. Overall, the research found that Saudi principals of public general education schools have positive attitudes toward inclusion. The factors of training in special education, personal experience with individuals with disabilities, and years of experience as principal were found to be significant in regard to more positive attitudes. Conversely, the variables of gender, level of school, and type of student disability were not found to correlate with more or less positive attitudes. While the findings of the study bode well for the implementation of inclusion in Saudi public schools, certain limitations exist, including that the study sample was entirely drawn from the two largest cities in the country. In addition, the Saudi Ministry of Education has created an incentive plan that provides financial bonuses to principals at public schools who implement inclusive and special education programming in their schools. This indicates that the target population of this study might be more inclined to be positive toward inclusion than their colleagues at private schools. The findings have implications for expanding special education training in university teacher education programs and the creation of public awareness programs designed to improve understanding of disabilities and how inclusion positively impacts society as a whole.
Research has revealed an important role for appearance-focused, and in particular photo-based, social media in the development of body image and eating pathology. Social media literacy is a multifaceted construct involving purposeful selection and exposure to social media content and use of protective filtering (deliberately screening and interpreting information in a protective manner), as well as implementing critical skills related to understanding the unrealistic nature of social media content, limiting appearance comparisons with images, and contributing to social media (comments and images) in ways that limit the pursuit of appearance ideals. Previous work has provided partial support for these facets as related to lower levels of body image and eating concerns. However, additional conceptual and measurement work is needed to advance understanding of this protective role and how to foster social media literacy. Although data are scarce, targeting social media literacy in prevention and intervention programs may also be valuable. In this perspective piece, key features that we identify as priorities for future prevention and intervention efforts include developing interventions that target the implementation of social media skills beyond their acquisition. In addition, leveraging social media user generated content for prevention purposes would likely be useful, as would embedding micro-skill delivery within platforms.
Research has shown that executive function (EF) skills are associated with resilience in preschoolers experiencing risk and adversity, but these studies have typically relied on large batteries of tasks to measure children's EF skills. There is a need for brief, reliable EF assessments that can be used in the field with diverse young children. The current study assessed the validity and test-retest reliability of two tablet-based EF tasks from the NIH Toolbox: The Dimensional Change Card Sort (DCCS) and the Flanker Inhibitory Control and Attention Test, each with a developmental extension (Dext) that is triggered when a child struggles with the standardized versions. Dext versions include easier levels intended to improve task accessibility for younger and disadvantaged children. Eighty-six preschoolers residing in emergency housing participated in two study sessions about one week apart, completing tablet-based DCCS-Dext and Flanker-Dext tasks, along with a table-top EF task (Peg-Tapping) and measures of vocabulary and numeracy. The majority of participants triggered the Dext portion of the DCCS and almost half triggered the Dext portion of the Flanker, underscoring the need for extensions of the Toolbox EF tasks to lower the floor of these measures. The Dext EF measures were positively associated with Peg-Tapping, after controlling for age and vocabulary, indicating construct validity. They were also correlated with math achievement, suggesting criterion validity. DCCS-Dext and Flanker-Dext showed moderate test-retest reliability after one week. Together, these findings demonstrate the value of developmental extensions for assessing EF skills among children experiencing risk and adversity.
Research has shown that mindfulness can reduce students' negative emotions associated with high-stakes tests and thereby improve test performance. This study explored the association between mindfulness-based intervention (MBI) and high-risk math test scores of middle school students, which is noticeably slim in the domain of mathematics education, through a mediating process involving math-specific test anxiety and math self-efficacy. Using data from a sample of 45 students, age 12-13, we found empirical support for a significant positive correlation between mindfulness and middle school students' math achievement. Participants listened to a mindfulness audio every other week before a mathematics test. Weekly mathematics test scores, student group discussion data, and in-depth interview data were analyzed to explore how mindfulness affected students' mathematics test performance, which showed a statistically significant improvement after mindfulness compared to mathematics achievement without the intervention. Our results indicate that mindfulness can relieve mathematics anxiety symptoms, including physiological manifestations, test-unrelated thinking and worries, and problem-solving obstacles caused by mathematics anxiety. Also, mindfulness, especially its non-judgmental attitude, positively affects students' mathematical self-efficacy. The current research provides evidence of the mindfulness intervention's efficacy for improving middle school mathematics test performance but also identifies the complexities of implementing it with large numbers of students.
Research has shown that moral distress negatively impacts nurses, patients, and organizations; however, several scholars have argued that it can be an opportunity for positive outcomes. Thus, factors that may mitigate moral distress and catalyze positive change need to be explored. The purpose of this study was to explore the relationships among structural and psychological empowerment, psychiatric staff nurses' experience of moral distress, and strategies for coping with moral distress. A descriptive cross-sectional correlational study. A total of 180 registered nurses working in psychiatric hospitals in Japan participated. This study examined relationships among key variables using four questionnaires to assess structural and psychological empowerment, moral distress for psychiatric nurses, and coping strategies. Statistical analyses of correlations and multiple regressions were conducted. The study was approved by the institutional review board at the author's affiliated university. Psychiatric nurses perceived moderate levels of structural and psychological empowerment, and their experiences of moral distress were related to low staffing. Structural empowerment was negatively related to the frequency of moral distress but not the intensity. Contrary to expectations, psychological empowerment was not found to mitigate nurses' moral distress. Multivariate regression analyses revealed that the significant predictors of moral distress were the leaving issues unresolved coping style, the problem-solving coping style, and a lack of formal power, which explained 35% and 22% of the variance in the frequency and intensity of moral distress, respectively. In psychiatric hospitals in Japan, nurses experience moral distress that compromises the quality of care they provide. Therefore, formal support for nurses in voicing and investigating their moral concerns is required to bestow formal power by establishing a ward culture that includes shared governance.