mdpi-ai/citelens huggingface dataset:
Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training
Field: EDUCATION

Background: Studying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students’ science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers. Results: Early career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as “science identity assessments”, in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs’ conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs’ conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs’ identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. Conclusions: We synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.
Emotional Regulation Mechanisms of University Students in Group Work Situations
Field: PSYCHOLOGY

Universities are active agents of social change through knowledge, providing citizens with the necessary abilities to face professional challenges. This work aims to evaluate and analyse the adaptation of emotional regulation in learning situations of group work in virtual and hybrid (virtual and presential) environments, of a group of students of Physical Activity and Sport Sciences belonging to a Chilean university and a Spanish university. Method: A total of 107 students from a Chilean university and a Spanish university, all of them enrolled in the degree in Physical Activity and Sport Sciences, participated in the study. The instrument used was the Adaptative Instrument for Regulation of Emotions questionnaire. Results: The analysis of the data shows that there are some significant differences (p ≤ 0.05), between the groups of students who worked virtually and those who worked in hybrid situations, in the aspects related to personal motivations (learn from my classmates, not to disappoint my working group, and enjoying the experience of working in a group). The students who worked online resolved conflicts mainly through individual regulation mechanisms with significant differences in relation to the students who worked in hybrid mode. No significant differences were found in the socioemotional challenges or in the balance of the metacognitive experience. Conclusion: The group that worked in hybrid learning valued group purposes over personal purposes and used the social regulation mechanism over individual regulation in conflict resolution. On the other hand, the group that worked virtually valued group and personal purposes equally and used the mechanism of individual regulation and social regulation to solve difficulties. Differences between students who worked in virtual and hybrid environments may be due to greater social interaction and group dynamics in hybrid environments, as well as differences in culture and access to resources and technology.
Science teacher identity research: a scoping literature review
Field: EDUCATION

Science teacher identity significantly influences teacher professional development, practices, and attitudes, which in turn impacts student learning outcomes. With an increased number of studies on science teacher identity over the past two decades, there is a need for a scoping literature review that holistically maps the current state of science teacher identity research and identifies future research directions. This scoping literature review identified 48 empirical articles on science teacher identity, published from 2000 to 2023, in peer-reviewed journals and examined the studies’ (a) characteristics; (b) theoretical frameworks on identity; (c) definitions of science teacher identity; and (d) major findings. Specifically, there is a need for precise conceptualizations and definitions of science teacher identity; this clarity will facilitate valid, reliable, and fair instruments to capture the relatively stable facets of science teacher identity at a given moment in a given context in order to longitudinally track science teacher identity development. This scoping review identifies both progress and gaps in the current literature and future directions for synergistic, cross-cultural international research on science teacher identity.
Assessing We-Disease Appraisals of Health Problems: Development and Validation of the We-Disease Questionnaire
Field: PSYCHOLOGY

In couples dealing with health problems, we-disease appraisals can influence dyadic coping strategies to alleviate distress. This study describes the development and validation of a self-report scale to assess we-disease appraisals of health problems. The newly developed We-Disease Questionnaire (WDQ) was administered in three samples: parents of children with type 1 diabetes (n = 240) or cancer (n = 125) and individuals with visual impairment and their partners (n = 216). Reliability was measured by coefficient omega. To assess construct validity, correlations with other measures of individual and dyadic adjustment were examined. Descriptive statistics across all samples were compared. A 4-item version of the WDQ demonstrated good reliability and validity and showed meaningful associations with established scales. We-disease appraisals were highest among parents of children with cancer and lowest among couples with visual impairment. The WDQ is a reliable and valid measure that can be used across different health problems.
Comparison of chemotherapy and chidamide combined with chemotherapy in patients with untreated angioimmunoblastic T-cell lymphoma
Field: ONCOLOGY

Background Angioimmunoblastic T-cell lymphoma (AITL) is characterized by high recurrence rates and poor prognosis, and effective first-line treatment is lacking. Recently, histone deacetylase inhibitors (HDACi), such as chidamide, have been found to induce durable remissions in AITL patients. Methods Patients with untreated AITL from March 2015 to March 2023 were retrospectively collected and divided into chemotherapy (ChT) group and chidamide combined with chemotherapy (C-ChT) group based on the first-line treatment received. The comparison of efficacy and safety between the two groups was conducted. Results 86 patients with newly diagnosed AITL were enrolled, in which 35 patients were in the ChT group and 51 in the C-ChT group. The objective response rate (ORR) of C-ChT group was significantly higher than that of ChT group (84.3% vs. 60%, P= 0.011), and had superior progression-free survival (PFS) (27 months vs. 12 months, P= 0.025). However, no significant difference in overall survival (OS) was observed between the two groups (P= 0.225). In addition, the responding patients who received autologous stem cell transplantation (ASCT) had superior PFS compared to those who did not (P= 0.015). Conclusions Compared with ChT regimen, C-ChT regimen was well tolerated and had superior ORR and PFS in patients with untreated AITL. ASCT may contribute to longer PFS in remission patients.
Leveraging Model Scaling and Butterfly Network in the Bone Scan Image Segmentation
Field: AI

As we all know, cancer is one of the leading causes of death worldwide and the second leading cause of death overall. This is why regular screenings or health checks are necessary to detect cancer lesions early. Since bone scan images have become the primary means of detecting the emergence of cancer lesions on bone, high segmentation accuracy is essential for establishing the model of some predefined regions in bone scan images where cancer metastasis was predicted to appear. Consequently, robust localization and identification of the specific region in bone scan images are required for automated metastasis detection. To this end, we propose Efficient-BtrflyNet, a new deep learning-based architecture for skeleton segmentation of whole-body bone scan images. The proposed architecture exploits the benefits of EfficientNet’s model scaling and the encoder–decoder design of butterfly-type networks. We added EfficientNetB7 to the encoder section to obtain more specific features. The proposed architecture simultaneously processes anterior and posterior whole-body bone scan images. Using 37 bone scan images, we evaluated the performance of our proposed skeleton segmentation system using the Dice score. Efficient-BtrflyNet achieves superior segmentation performance compared to the existing representative method.
Development of an Attention Mechanism for Task-Adaptive Heterogeneous Robot Teaming
Field: AI

The allure of team scale and functional diversity has led to the promising adoption of heterogeneous multi-robot systems (HMRS) in complex, large-scale operations such as disaster search and rescue, site surveillance, and social security. These systems, which coordinate multiple robots of varying functions and quantities, face the significant challenge of accurately assembling robot teams that meet the dynamic needs of tasks with respect to size and functionality, all while maintaining minimal resource expenditure. This paper introduces a pioneering adaptive cooperation method named inner attention (innerATT), crafted to dynamically configure teams of heterogeneous robots in response to evolving task types and environmental conditions. The innerATT method is articulated through the integration of an innovative attention mechanism within a multi-agent actor–critic reinforcement learning framework, enabling the strategic analysis of robot capabilities to efficiently form teams that fulfill specific task demands. To demonstrate the efficacy of innerATT in facilitating cooperation, experimental scenarios encompassing variations in task type (“Single Task”, “Double Task”, and “Mixed Task”) and robot availability are constructed under the themes of “task variety” and “robot availability variety.” The findings affirm that innerATT significantly enhances flexible cooperation, diminishes resource usage, and bolsters robustness in task fulfillment.
Alzheimer’s Disease Detection via Multiscale Feature Modelling Using Improved Spatial Attention Guided Depth Separable CNN
Field: AI

Early detection of Alzheimer's disease (AD) is critical due to its rising prevalence. AI-aided AD diagnosis has grown for decades. Most of these systems use deep learning using CNN. However, a few concerns must be addressed to identify AD: a. there is a lack of attention paid to spatial features; b. there is a lack of scale-invariant feature modelling; and c. the convolutional spatial attention block (C-SAB) mechanism is available in the literature, but it exploits limited feature sets from its input features to obtain a spatial attention map, which needs to be enhanced. The suggested model addresses these issues in two ways: through a backbone of multilayers of depth-separable CNN. Firstly, we propose an improved spatial convolution attention block (I-SAB) to generate an enhanced spatial attention map for the multilayer features of the backbone. The I-SAB, a modified version of the C-SAB, generates a spatial attention map by combining multiple cues from input feature maps. Such a map is forwarded to a multilayer of depth-separable CNN for further feature extraction and employs a skip connection to produce an enhanced spatial attention map. Second, we combine multilayer spatial attention features to make scale-invariant spatial attention features that can fix scale issues in MRI images. We demonstrate extensive experimentation and ablation studies using two open-source datasets, OASIS and AD-Dataset. The recommended model outperforms existing best practices with 99.75% and 96.20% accuracy on OASIS and AD-Dataset. This paper also performed a domain adaptation test on the OASIS dataset, which obtained 83.25% accuracy.
The impact of changing engineering perceptions on women’s attitudes and behavioral intentions towards engineering pursuits
Field: EDUCATION

Background: Women are underrepresented in the field of engineering within academic and professional settings. Based upon premises outlined by social role theory and goal congruity theory, a key factor that contributes to this underrepresentation is a gendered societal belief that there is a disconnect between engineering (seen as more agentic, or self-oriented) and women’s values and abilities (which are believed to be more communal, or other-oriented). While there is evidence that this perceived disconnect influences women’s pursuit of engineering, the extent to which an intervention could realistically counter these perceptions at key points along the engineering pathway has not been explored. Across two studies, we examine the impact of a communal-based intervention (in which we frame engineering majors and careers in more, though not exclusively, communally oriented ways) on women’s engineering-related attitudes and behavioral intentions at two points along the academic-employment pathway: women’s major selection and women’s job selection. Results: Study 1 found that women with undeclared majors had more positive attitudes (confidence and interest) towards engineering majors when engineering major descriptions were framed as more communal versus more agentic. However, there was no impact on their behavioral intentions to pursue the major. Study 2 found that women with engineering majors were more confident in their ability to be successful in a job role and were more likely to apply when the job role was framed as more communal as compared to more agentic. However, they did not indicate greater interest in the job role. Conclusions: Testing this intervention on relevant populations advances the literature by providing greater evidence for the potential of such an intervention to meaningfully address women’s underrepresentation at multiple points along the engineering pathway. Furthermore, this study provides evidence that a messaging-based intervention is impactful with a realistic representation of engineering as both an agentic and communally oriented field, which ensures that the retention of those attracted to the field is not negatively impacted by idealistic messaging. While addressing women’s pursuit of engineering is important, work must continue to seek ways to always improve women’s experience in engineering contexts as well.
Beauty ideals and body positivity: a qualitative investigation of young women’s perspectives on social media content in China
Field: PSYCHOLOGY

Much of the existing knowledge regarding the impact of beauty ideals and body positive social media content on women’s body image is based on the Western cultural context. This limits our understanding of the issue in other cultures, such as China, among others. Therefore, to address this gap, this study examined young Chinese women’s perspectives on beauty ideals and body positivity in social media through a qualitative investigation. Female university students in China (N = 24) participated in individual interviews. A thematic analysis revealed four primary themes: (1) characteristics of mainstream beauty ideals in Chinese social media; (2) impact of beauty ideals on young women; (3) perspectives on the content and roles of body positivity; (4) influences of body positive social media content on young women. These findings indicate that young Chinese women are aware of the beauty ideals in social media and their negative impact on their body image. Furthermore, young Chinese women generally expressed a favorable outlook on body positivity but noted its limitations.
FERMT1 suppression induces anti-tumor effects and reduces stemness in glioma cancer cells
Field: ONCOLOGY

Objective: Glioma is a leading cause of mortality worldwide, its recurrence poses a major challenge in achieving effective treatment outcomes. Cancer stem cells (CSCs) have emerged as key contributors to tumor relapse and chemotherapy resistance, making them attractive targets for glioma cancer therapy. This study investigated the potential of FERMT1 as a prognostic biomarker and its role in regulating stemness through cell cycle in glioma. Methods: Using data from TCGA-GBM, GSE4290, GSE50161 and GSE147352 for analysis of FERMT1 expression in glioma tissues. Then, the effects of FERMT1 knockdown on cell cycle, proliferation, sphere formation ability, invasion and migration were investigated. The influences of FERMT1 on expression of glycolysis-related proteins and levels of ATP, glucose, lactate and G6PDH were also explored. Furthermore, the effects of FERMT1 knockdown on cellular metabolism were evidenced. Results: Significant upregulation of FERMT1 in glioma tissues was observed. Silencing FERMT1 not only affected the cell cycle but also led to a notable reduction in proliferation, invasion and migration. The expression of glycolysis-associated proteins including GLUT1, GLUT3, GLUT4, and SCO2 were reduced by FERMT1 knockdown, resulted in increased ATP and glucose as well as decreased lactic acid and G6PDH levels. FERMT1 knockdown also inhibited cellular metabolism. Moreover, FERMT1 knockdown significantly reduced sphere diameter, along with inhibiting the expression of transcription factors associated with stemness in glioma cells. Conclusion: These findings demonstrated that FERMT1 could be an ideal target for the advancement of innovative strategies against glioma treatment via modulating cellular process involved in stemness regulation and metabolism.
A microgenetic analysis of teachers’ learning through teaching
Field: EDUCATION

Background: What and how teachers learn through teaching without external guidance has long been of interest to researchers. Yet limited research has been conducted to investigate how learning through teaching occurs. The microgenetic approach (Siegler and Crowley, American Psychologist 46:606–620, 1991) has been useful in identifying the process of student learning. Using this approach, we investigated the development of teacher knowledge through teaching as well as which factors hinder or promote such development. Results: Our findings suggest that teachers developed various components of teacher knowledge through teaching without external professional guidance. Further, we found that the extent to which teachers gained content-free or content-specific knowledge through teaching depended on their robust understanding of the concept being taught (i.e., content knowledge), the cognitive demand of the tasks used in teaching, and the lesson structure chosen (i.e., student centered vs. teacher centered). Conclusions: In this study, we explored teacher learning through teaching and identified the sources leading to such learning. Our findings underscore the importance of teachers’ robust understanding of the content being taught, the tasks used in teaching, and a lesson structure that promotes teachers’ learning through teaching on their own.
Enhancing doctoral learning through virtual communities of practice: an autoethnographic perspective
Field: EDUCATION

This article explores the role of virtual communities of practice in enhancing the doctoral experience, particularly in the contemporary digital era. The author emphasizes the multifaceted benefits, including elevating academic networking, optimizing knowledge management, and supporting the mental well-being of remote learners. The establishment of clear shared objectives, dynamic leadership, and a conducive environment for collaborative innovation are identified as key prerequisites for building successful virtual communities of practice. As remote doctoral education becomes more prevalent, virtual communities of practice not only facilitate academic engagement but also foster mutual support and advocacy among doctoral students. The researcher, as a final year PhD student employed autoethnography as a research method to offer an intimate and reflective exploration of her personal experiences within virtual communities of practice. This unique insider perspective adds depth to the discussion on elevating academic networking, optimizing knowledge management, and supporting the mental well-being of remote learners. Furthermore, her ongoing doctoral research focuses on the socialization process and the development of a sense of belonging among doctoral students. Motivated by her research topics, she commenced her doctoral studies during the epidemic and cultivated the practice of consistently maintaining a researcher’s reflection diary. This perspective article examines her diary, elucidating her experiences, opinions, and feelings. The researcher utilized a thematic approach to thoroughly analyze the author’s research diaries covering the period from December 2020 to August 2023. The article concludes by calling for further research into the professional identity development of doctoral students within virtual learning communities, exploring potential challenges and effective coping mechanisms to achieve inclusive practices in the complex and diverse digital era of academia.
Investigating how early academic performance and parental socio-economic status predict and explain successful completion of secondary education in Germany
Field: EDUCATION

In educational sociology, it is of greatest interest to explain why some students are more successful than others and obtain higher educational qualifications or receive better grades, which can have long-lasting consequences. The present study compares the influence of early academic performance, which can be regarded as a proxy of overall intelligence, to the socio-economic status (SES) of the family, which measures how much a family can invest in the education of their offspring. Using large-scale German NEPS panel data (N = 5,208), the analyses test statistically how much variance of two outcome variables (acquisition of higher education eligibility and final grade) are explained by academic performance and SES; both measured approximately 9 years earlier at the beginning of secondary education. Dominance analyses reveal that performance has a larger influence (ca. 14% for both outcomes) than SES (ca. 8% for eligibility and ca. 4% for grades). Regression analyses show that high performance can better compensate for low SES than vice versa. These results indicate that performance is probably more relevant for academic success than the SES of one’s own family.