Yoxas/statistical_literacy huggingface dataset:
This study explored the effectiveness of mobile-assisted vocabulary learning through digital flashcards on receptive and productive aspects of academic vocabulary knowledge among Iranian EFL university students. In a quasi-experimental design, 86 participants were divided into three groups: a digital flashcard group (DFs), a traditional paper flashcard (PFs) group, and a control group using word lists, to assess the impact of these methods on vocabulary acquisition over five weeks. The findings revealed that students utilizing DFs exhibited significant improvements in both receptive and productive vocabulary knowledge compared to those using PFs and the control method. Notably, the increase in receptive vocabulary was more substantial than in productive vocabulary, highlighting the differential effects of DFs on various aspects of vocabulary learning. This finding underscores the need for targeted strategies to enhance productive aspects of academic vocabulary specifically. The study supports the integration of DFs into English for Academic Purposes (EAP) programs to leverage their potential in boosting vocabulary acquisition effectively. However, the lesser gains in productive vocabulary suggest the necessity for complementary instructional methods, which focus on more active vocabulary learning tasks. Based on these findings, the study argues that mobile-assisted vocabulary learning should be considered a practical strategy for supporting academic vocabulary development among university students.
This study explored the integration of technology in healthcare consultations between healthcare professionals (HCPs) and cancer survivors. The research aimed to understand how technological tools influence the dynamics and environment of cancer survivor rehabilitation consultations. The study used Actor-Network Theory (ANT) to analyze the effects of new technological actors in consultations and Invisible Work Theory to uncover hidden workflows associated with technology implementation. The study combined observations and in-depth interviews with HCPs and cancer survivors conducted in March to May 2022, and a follow-up group interview in November 2023. The study revealed that technology's presence notably impacts the relationship between HCPs and cancer survivors, with HCPs expressing concerns that technology disrupts the consultation and challenges the relation. Over time, HCPs gradually began to use laptops during consultations to varying degrees, although the resistance to fully embracing technology persisted. This resistance is attributed to perceived pressure from management and a mismatch with established practices. The findings address the challenges in digital literacy and confidence among HCPs to facilitate the effective incorporation of technology and enhance the patient-clinician relationship. This research contributes to a deeper understanding of the interplay between digital health tools and patient-clinician relationships, highlighting the complexities and opportunities in digitizing healthcare consultations.
This study explored the lived experiences of racial bias for Black, Asian and Minority Ethnic students undertaking an undergraduate or post-graduate degree in nursing, midwifery and allied health courses in the United Kingdom. Previous research indicates that students from Black, Asian and Minority Ethnic groups have fewer opportunities to succeed at university and this has brought about a race awarding gap in their degree attainment. The reasons for this awarding gap are complex and multi-factorial and it is crucial that the lived experiences of racial bias are explored from the student perspective. A hermeneutic phenomenological approach was adopted to elicit individual and collective experiences in the practice environment, a mandatory component of the student's degree. A focus group and individual semi-structured interviews were conducted to collect data from sixteen participants and analysed using thematic analysis RESULTS: Three encompassing themes were identified which included a sense of not belonging, trauma impact on mental health and understanding covert and overt racism. Participants reported incidences of racism and appeared to be traumatised by their experiences within practice and the university. They also reported poor mental health and well-being as shared experiences and a lack of confidence in the university and practice to mitigate racial issues. Meaningful action must be taken by universities and practice partners to advance racial inequality initiatives by having robust anti-racism action plans and processes. These should be co-created with students and staff to reduce the race awarding gap.
This study explored the predictions of and relationships between background, social status, and the use of information and communication technology (ICT) in cyberbullying among 2430 secondary school students from schools affiliated with Thailand's Office of the Basic Education Commission. The stratified sampling method was used along with the Cyberbullying Questionnaire, Sociometric Status Questionnaire, Perceived Popularity Questionnaire, and ICT Use Questionnaire and data were collected through the CU Smart Sociometry web application and Google Forms. Data analysis was conducted to determine 1) demographic data using descriptive statistics; 2) correlation analysis of students' backgrounds, sociometric status, and ICT use against cyberbullying using the chi-square test; and 3) variables that predict cyberbullying among secondary school students using multinomial logistic regression. Results showed a link between cyberbullying and secondary school students' backgrounds, social status, and ICT use. Students with different backgrounds (sex and academic performance), social statuses (social preference and perceived popularity), and ICT use partook in different cyberbullying roles. Independent variables of sex, academic performance, social preference, perceived popularity, and ICT use all predicted cyberbullying by 33.3 % with statistical significance. Male students were noted to have a higher likelihood of being cyberbullies than female students, whereas female students were more likely to be cybervictims and bystanders. Moreover, students with low academic performance were more likely to be cyberbullies and cybervictims than high-performing students, with rejected students having the highest likelihood of being cyberbullies. Interestingly, the higher a student's popularity, the higher was their likelihood of being cyberbullies. Finally, cyberbullies had the highest average daily internet use, and students who had never had their guardians monitor their internet usage were more likely to be cyberbullies; students with moderate and good social media behavior were mostly bystanders.
This study explored the preferences of different stakeholders when translating geriatrics and gerontology concepts into children's picture books, with the aim of developing a feasible model. Following the stakeholder engagement design and qualitative method, three types of stakeholders were enrolled: medical and educational professionals (n = 9), older adults aged over 65 (n = 9), and children aged 9 to 12 (n = 7). Individual interviews and focus groups were used to collect the views of the stakeholders as a basis for revising the picture book, as well as to analyze the opinions of different stakeholders. Results show that medical professionals' recommendations focused on intellectual content (18.0%) and written verbal narratives (16.5%). Education experts tended to recommend textual verbal narratives (18.8%) and storyline (6.0%). Older adults's suggestions focused on story content (6.8%) and included detailed descriptions of older adults. Children's suggestions were focused on plot arrangement (2.3%) and text size (2.3%). Mean scores for the appropriateness of the three picture book materials increased after the stakeholder engagement, with the communication literacy picture book achieved statistical significance (p = .042). It is concluded that the stakeholder engagement design is a viable development model for achieving intergenerational understanding, realistic and theoretical goals, and bridging heterogeneity across the stakeholders.
This study explored the relationship between smokers' health literacy, knowledge of smoking hazards, and their intention to quit. Based on data from the 2019 Health Literacy and Tobacco Use Surveillance among residents of a city in Zhejiang Province, 1120 male smokers were screened. Differential tests were used to analyze whether smokers with varying levels of health literacy and knowledge about smoking hazards differed in their intention to quit smoking and the intensity of their intention. A multi-factor logistic regression model was constructed to explore the extent of these differences. Only 24.8% of smokers had higher health literacy. Among smokers, those with an intention to quit had a higher health literacy level compared to those without such intention (32.7% vs. 17.0%, p < 0.001). Health literacy levels did not differ significantly between groups with different intensity of intention to quit (34.2% vs. 31.9% vs. 30.1%, p = 0.435). About 48.7% of the smokers a higher level of knowledge about smoking hazards. It was more prevalent in the intent to quit group compared to the no intent to quit group (54.0% vs. 43.4%, p < 0.001), and the low intent to quit group had lower knowledge compared to the moderate and high intent to quit groups (49.1% vs. 56.6% vs. 63.4%, p = 0.011). After adjusting for other influences, smokers with lower health literacy were less likely to have intention to quit (OR = 0.659, p = 0.016). And the association between knowledge about smoking hazards and whether smokers have the intention to quit is no longer significant, but it significantly affects the intensity of the intention to quit among smokers who already have the intention (OR = 0.623, p = 0.005). General health literacy may play a role in facilitating smokers' progression from the stage of no intent to quit to one of intent to quit, but a more specific understanding of the harms of smoking may be needed to increase the strength of intent to quit.
This study explored the relationship between the Korean Healthy Eating Index (KHEI) and non-alcoholic fatty liver disease (NAFLD). This cross-sectional study included 34,174 Korean adults. The KHEI was composed of three subcomponents (adequacy, moderation, and energy balance) and calculated based on a 24 h dietary recall. The total score ranged from 0 to 100, with a higher score indicating a greater adherence to the Korean dietary guidelines. The total KHEI scores were categorized into quartiles (Q1-Q4). NAFLD was classified using the hepatic steatosis index. Logistic regressions were used to estimate odds ratios (ORs) and 95% confidence intervals (CIs). The adjusted OR (95% CI) of NAFLD was 0.95 (0.87-1.03) for the Q2 group, 0.90 (0.83-0.98) for the Q3 group, and 0.79 (0.72-0.87) for the Q4 group, compared with the Q1 group. Among the subcomponents of the KHEI, individuals with high scores in the adequacy component, characterized by an abundant consumption of fruits, vegetables, and dairy products, exhibited the most pronounced association with NAFLD. A higher KHEI score was negatively associated with NAFLD in Korean adults. Therefore, the promotion of healthy dietary patterns can play a beneficial role in the prevention or management of NAFLD.
This study explored the state of rational drug use among older adults in central China, aiming to unveil factors influencing their medication literacy and proposing targeted improvement measures. A cross-sectional study involving 454 participants aged 60 and above was conducted in Hubei province between February 1 and May 30, 2023, with data collected through face-to-face interviews by pharmacists. Multiple logistic regression analysis was conducted to determine factors that affected medication literacy. Of the 412 valid questionnaires, findings revealed inadequate knowledge of rational drug use among older adults in central China. Those who fully understood (105, 25.49%, OR = 9.349, p < 0.001, 95%CI = 3.884-22.502) or partially understood (228, 55.34%, OR = 3.295, p = 0.002, 95%CI = 1.548-7.013) drug instructions exhibited significantly higher medication literacy than those who did not understand (79, 19.17%). Subsequent research revealed a lack of awareness in reading drug instructions or difficulty in understanding them. Most older adults seldom heard of but exhibited high acceptance of medication guidance services. In conclusion, the ability to comprehend drug instructions significantly influenced the medication literacy of older adults. Initiatives such as revising age-appropriate drug instructions could effectively enhance rational drug use among this demographic.
This study explored what patients identified with cervical cancer know about the link between human papillomavirus (HPV) and cervical cancer and where they learned this information. Patients share a great deal of information with family, friends and colleagues and we were interested in the accuracy and sources of information they are sharing. Patients identified through the EHR of a health system who had a history of cervical cancer were invited to participate in a brief survey of their experience. The sample represents an opportunity sample of patients who responded. Generally, these patients, drawn from the Geisinger Health System in central Pennsylvania, were older (mean 57.5 years), White, and about half had annual household income of $35 K. Among all respondents about 17% had not heard of HPV, 21% did not know about an HPV vaccine, and about 38% did not know about the link between HPV and cervical cancer. Most frequently patients reported obtaining their information about HPV from television advertisements. About half received information from their oncologist. Patients reported having conversations with families about their own cancer, the cause of their cancer and HPV vaccination. It is important to note that these conversations were supported by information from many sources. Patients may serve as a conduit for information about their condition and may be informal 'educators' in the community. It is important to make certain that these opportunities are informed by information obtained from trusted and accurate sources.
This study explores Bangladesh's mental health services from an individual- and system-level perspective and provides insights and recommendations for strengthening it's mental health system. We conducted 13 in-depth interviews and 2 focus group discussions. Thirty-one participants were recruited using a combination of purposive and snowball sampling methods. All interviews and group discussions were audio-recorded and transcribed, and key findings were translated from Bengali to English. Data were coded manually and analysed using a thematic and narrative analysis approach. Stakeholders perceived scarcity of service availability at the peripheral level, shortage of professionals, weak referral systems, lack of policy implementation and regulatory mechanisms were significant challenges to the mental health system in Bangladesh. At the population level, low levels of mental health literacy, high societal stigma, and treatment costs were barriers to accessing mental healthcare. Key recommendations included increasing the number of mental health workers and capacity building, strengthening regulatory mechanisms to enhance the quality of care within the health systems, and raising awareness about mental health. Introducing measures that relate to tackling stigma, mental health literacy as well as building the capacity of the health workforce and governance systems will help ensure universal mental health coverage.
This study explores nurses' experiences in migration for employment and professional abandonment in Barcelona (Spain). Employing a mixed-design approach comprising 1) a qualitative descriptive phenomenological study, followed by 2) a subsequent cross-sectional study, 20 and 225 nurses participated in each study, respectively. Qualitative data, gathered through 4 focus group discussions, underwent inductive thematic analysis, following the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines, while quantitative data were descriptively analyzed. Three qualitative themes emerged: 1) Migration motives, such as improved job opportunities, permanent contracts, continuous training, and professional recognition; 2) Reasons for leaving or contemplating leaving the profession, including excessive workload, lack of recognition, limited development, and exhaustion; 3) Nurses' needs, encompassing more staffing, improved remuneration, permanent contracts, flexible schedules, greater autonomy, and career growth. The cross-sectional study revealed a 13.5 % professional abandonment rate at some point across all demographics and seniority levels. Migration trends varied by professional experience, with younger nurses seeking better conditions and opportunities elsewhere. Multifactorial causes underlie job migration and professional abandonment, necessitating comprehensive interventions to improve nurses' working and professional conditions.
This study explores primary school pupils' knowledge recall and interpretation skills regarding chemical and physical phenomena, in relation to three psychometric variables: logical thinking, field dependence/field independence, and divergent thinking. The participants (N = 375) were in the fifth and sixth grades (aged 11-12) taking an introductory course in science, and they were involved in three tasks related to combustion, dissolution, and mixture separation. The pupils had to complete an instrument, in which they were asked to describe and interpret the phenomena involved in the tasks. Two achievement variables were recorded separately, one relating to knowledge recall and the other to the interpretation of the phenomena. In addition, the participants completed the corresponding psychometric tests. Correlational and multiple linear regression analysis showed that the dependent measures were associated with the cognitive variables, while path and mediation analysis showed the direct and indirect effects of the neo-Piagetian constructs on the dimensions of knowledge and interpretations. The main implications of the findings are theoretical and concern the role of the operationalized mental resources in learning the specific subject matter. Moreover, the results inform teaching practices and curricula designs, and they point out the learning difficulties ascending from the individual differences under study. Further discussion on conceptual change is provided.
This study explores the applications of virtual scenario learning in addressing the global issue of school bullying through digital educational tools. Previous research suggests that virtual role-playing experiences can reduce bullying incidents; however, experiencing the victim role can evoke negative emotions, while the bystander role may not fully convey the severity of bullying. This study aims to investigate the effects of a multi-role experience-based virtual scenario learning model on learners by integrating the advantages of both roles. This study employed a quasi-experimental research method, which involved grouping 56 fourth-grade elementary school students in Taipei City, Taiwan, into an experimental group and a control group. The experimental group utilized the multi-role experience-based virtual scenario learning model, while the control group utilized a single-role experience-based model. The study compared the differences in academic achievement, empathy, and problem-solving tendencies between the two groups. The findings indicate that the experimental group significantly excelled over the control group in academic achievement, empathy, and problem-solving tendencies. The multi-role experience-based virtual scenario learning model effectively nurtures students' empathy and considerably enhances learners' awareness of campus bullying.
This study explores the compensatory neural mechanisms associated with congenital deafness through an examination of tactile discrimination abilities using high-resolution functional magnetic resonance imaging (fMRI). To analyze the neural substrates underlying tactile processing in congenitally deaf individuals and compare them with hearing controls. Our participant pool included thirty-five congenitally deaf individuals and thirty-five hearing controls. All participants engaged in tactile discrimination tasks involving the identification of common objects by touch. We utilized an analytical suite comprising voxel-based statistics, functional connectivity multivariate/voxel pattern analysis (fc-MVPA), and seed-based connectivity analysis to examine neural activity. Our findings revealed pronounced neural activity in congenitally deaf participants within regions typically associated with auditory processing, including the bilateral superior temporal gyrus, right middle temporal gyrus, and right rolandic operculum. Additionally, unique activation and connectivity patterns were observed in the right insula and bilateral supramarginal gyrus, indicating a strategic reorganization of neural pathways for tactile information processing. Behaviorally, both groups demonstrated high accuracy in the tactile tasks, exceeding 90%. However, the deaf participants outperformed their hearing counterparts in reaction times, showcasing significantly enhanced efficiency in tactile information processing. These insights into the brain's adaptability to sensory loss through compensatory neural reorganization highlight the intricate mechanisms by which tactile discrimination is enhanced in the absence of auditory input. Understanding these adaptations can help develop strategies to harness the brain's plasticity to improve sensory processing in individuals with sensory impairments, ultimately enhancing their quality of life through improved tactile perception and sensory integration.
This study explores the hypothesis related to a punctuated equilibrium process for conceptual change in science learning, in conjunction with the effects of four cognitive variables: logical thinking and field-dependence/field-independence, divergent and convergent thinking. The participants were fifth and sixth-grade elementary school pupils involved in different tasks, who were asked to describe and interpret chemical phenomena. Latent Class Analysis (LCA) was applied to children's responses, and three clusters or latent classes (LC1, LC2, and LC3) were identified, corresponding to hierarchical levels of conceptual understanding. The ensued LCs align with the theoretical conjecture about a stepwise conceptual change process that might go through various stages or mental models. These levels or stages are conceptualized as attractors, and changes between them were modeled as cusp catastrophes using the four cognitive variables as controls. The analysis showed that logical thinking acted as asymmetry factor, while field-dependence/field-independence, divergent and convergent thinking acted as bifurcation variables. This analytic approach presents a methodology for investigating conceptual change as a punctuated equilibrium process that adds to the nonlinear dynamical research with important implications for theories of conceptual change in science education and psychology as well. Discussion on the new perspective embracing the meta-theoretical framework of complex adaptive systems (CDS) is provided.