Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics

This study examines the impact that different methods of assessing child maltreatment history may have on adult participants. A total of 334 female undergraduate students were randomly assigned to complete a retrospective measure of child sexual and physical abuse in one of three conditions: paper-and-pencil questionnaire, face-to-face interview, or computer-administered survey. Disclosure rates of abuse, psychological distress and mood change, preferences for assessment format, and perceptions of confidentiality were examined across the three assessment formats. Although disclosure did not vary by condition, participants with a history of abuse reported more distress and mood change than did nonvictims, particularly in the computer condition. Nevertheless, the computer condition was rated as the most preferred format and was viewed by participants as the most confidential means of assessing maltreatment history. Participants reporting abuse through interviews were more likely than those in other conditions to state a preference for another type of assessment format. The implications of these findings for abuse history research are discussed.

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The Impact of Covid-19 on Saudi Arabian Female Students: An Application of the CES-D Depression Scale

Journal of Educational and Social Research ◽

10.36941/jesr-2021-0003 ◽

2021 ◽

Vol 11 (1) ◽

pp. 23

Author(s):

Siddiqua Aamir ◽

Carmen Winkel

Keyword(s):

Saudi Arabia ◽

Undergraduate Students ◽

Online Survey ◽

Psychological Impact ◽

Depression Scale ◽

Private University ◽

Epidemiologic Studies ◽

Female Undergraduate ◽

The Government ◽

The Impact

SARS-CoV-2 (Severe acute respiratory syndrome coronavirus type 2) is a new beta coronavirus that was identified as the trigger of COVID-19 disease in early 2020. Our study designed to survey the female undergraduate students at a private university in Saudi Arabia to assess the degree of psychological impact during the initial stages of the lockdown. During the first weeks of the outbreak in Saudi Arabia and the government-initiated lockdown, we conducted an online survey with 400 female undergraduate students in Saudi Arabia. The psychological impact was assessed by using the Center for Epidemiologic Studies Depression Scale (CES-D). Our study shows that over the four weeks students showed clearly a change in the overall mental health and mood of our students. Received: 24 September 2020 / Accepted: 23 December 2020 / Published: 17 January 2021

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Exploring the impact of safety behaviour use on cognitive, psychophysiological, emotional and behavioural responses during a speech task

Behavioural and Cognitive Psychotherapy ◽

10.1017/s135246582000017x ◽

2020 ◽

Vol 48 (5) ◽

pp. 557-571

Author(s):

Jessica S. Tutino ◽

Allison J. Ouimet ◽

Ryan J. Ferguson

Keyword(s):

Working Memory ◽

Undergraduate Students ◽

Cognitive Mechanisms ◽

Female Undergraduate ◽

Speech Task ◽

Speech Performance ◽

Specific Safety ◽

Psychophysiological Arousal ◽

The Impact ◽

Safety Behaviour

AbstractBackground:There is a debate among researchers and clinicians regarding whether the judicious use of safety behaviours (SBs) during exposure therapy is helpful or detrimental. Central to this debate is the premise that SBs may interfere with one’s ability to gather disconfirmatory evidence.Aims:No study to date has assessed how SB use may impact cognitive mechanisms implicated during an exposure-like task. We investigated multiple cognitive, emotional, psychophysiological and behavioural underpinnings of exposure with and without SBs.Method:Speech anxious participants (n = 111) were randomly assigned to deliver an evaluated speech with or without SBs. Self-reported anxiety ratings and psychophysiological arousal measures were recorded at baseline, in anticipation of the speech, and following the speech. Measures of working memory, ability to gather disconfirmatory evidence, speech duration, objective and subjective speech performance, and speech task acceptability were administered.Results:There were no differences between conditions on working memory, self-reported anxiety, psychophysiological arousal, ability to gather disconfirmatory evidence, speech duration, or objective and subjective speech performance. All participants were able to gather disconfirmatory evidence. However, condition did influence willingness to deliver future speeches. Our sample was largely female undergraduate students, and we offered only a small number of specific safety behaviours.Conclusions:Judicious SB use may not necessarily be detrimental, but clients may believe them to be more helpful than they actually are.

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The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00171 ◽

2020 ◽

pp. 1-8

Author(s):

Sabine Heuer

Keyword(s):

Older Adults ◽

Service Learning ◽

Undergraduate Students ◽

Attitude Scale ◽

Evidence Based ◽

Attitudes Toward Older Adults ◽

Students Attitudes ◽

Attitude Shift ◽

The Impact ◽

Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

European Journal of Multidisciplinary Studies ◽

10.26417/ejms.v3i1.p143-154 ◽

2016 ◽

Vol 3 (1) ◽

pp. 143 ◽

Cited By ~ 3

Author(s):

Selahattin Kanten ◽

Pelin Kanten ◽

Murat Yeşiltaş

Keyword(s):

Undergraduate Students ◽

Self Efficacy ◽

Structural Equation ◽

Career Exploration ◽

Equation Modeling ◽

Survey Method ◽

Hotel Management ◽

Mediating Role ◽

The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

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Awareness of symptomatic differences Covid-19, SARS, Swine Flu, Common cold among dental students

International Journal of Research in Pharmaceutical Sciences ◽

10.26452/ijrps.v11ispl1.3431 ◽

2020 ◽

Vol 11 (SPL1) ◽

pp. 1026-1033

Author(s):

Nivedha Valliammai Mahalingam ◽

Abilasha R ◽

Kavitha S

Keyword(s):

Infectious Diseases ◽

Undergraduate Students ◽

Common Cold ◽

Emerging Infectious Diseases ◽

Dental Students ◽

Swine Flu ◽

Viral Diseases ◽

Surveillance Systems ◽

Cross Sectional ◽

The Impact

Enormous successes have been obtained against the control of major epidemic diseases, such as SARS, MERS, Ebola, Swine Flu in the past. Dynamic interplay of biological, socio-cultural and ecological factors, together with novel aspects of human-animal interphase, pose additional challenges with respect to the emergence of infectious diseases. The important challenges faced in the control and prevention of emerging and re-emerging infectious diseases range from understanding the impact of factors that are necessary for the emergence, to development of strengthened surveillance systems that can mitigate human suffering and death. The aim of the current study is to assess the awareness of symptomatic differences between viral diseases like COVID-19, SARS, Swine flu and common cold among dental students that support the prevention of emergence or re-emergence. Cross-sectional type of study conducted among the undergraduate students comprising 100 Subjects. A questionnaire comprising 15 questions in total were framed, and responses were collected in Google forms in SPSS Software statistical analysis. The study has concluded that dental students have an awareness of the symptomatic differences between infectious viral disease. The study concluded that the awareness of symptomatic differences between viral diseases like COVID-19, SARS, Swine flu, Common cold is good among the dental students who would pave the way for early diagnosis and avoid spreading of such diseases. A further awareness can be created by regular webinars, seminars and brainstorming sessions among these healthcare professionals.

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Alienation among Male and Female Undergraduate Students of Government and Private Universities

Journal of National Development ◽

10.29070/31/58299 ◽

2018 ◽

Vol 31 (2) ◽

pp. 197-202

Author(s):

Narendra Kumar

Keyword(s):

Undergraduate Students ◽

Private Universities ◽

Female Undergraduate ◽

Male And Female

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Others' participation rate influences an individual's charitable behavior: Others' similarity as a moderator

Social Behavior and Personality An International Journal ◽

10.2224/sbp.6583 ◽

2017 ◽

Vol 45 (10) ◽

pp. 1607-1618 ◽

Cited By ~ 1

Author(s):

Seung Yun Lee ◽

Sunho Jung ◽

Sangdo Oh ◽

Seong Hoon Park

Keyword(s):

Undergraduate Students ◽

Participation Rate ◽

High Rate ◽

Charitable Behavior ◽

High Participation ◽

Negative Effect ◽

The Impact ◽

And Diffusion ◽

High Participation Rate ◽

Diffusion Of Responsibility

We proposed that a moderator, others' similarity, would determine the impact of high participation rates of others on an individual's charitable behavior, and aimed to show that this moderator would work through the diffusion of responsibility motive. Participants (N = 152 undergraduate students) completed measures of charitable behavior and diffusion of responsibility, after being assigned to 1 of 2 conditions where a set percentage of other students (manipulated as either similar undergraduate students or dissimilar graduate students) were stated to have already donated to a charitable campaign (high contribution condition = 70% participation, low contribution condition = 30% participation). Our results showed that the high participation rate of others increased an individual's charitable behavior when the others in question were similar to that individual, but not when the others were dissimilar. In addition, the high rate of participation by others increased the diffusion of responsibility motive when the others in question were dissimilar to that individual, leading to a negative effect on that individual's charitable behavior.

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The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

Teaching of Psychology ◽

10.1177/00986283211015359 ◽

2021 ◽

pp. 009862832110153

Author(s):

Rhea L. Owens ◽

Sean Heaslip ◽

Meara Thombre

Keyword(s):

Mental Illness ◽

Undergraduate Students ◽

Psychological Disorders ◽

Mental Illness Stigma ◽

Assessment Practices ◽

Abnormal Psychology ◽

Assessment Approach ◽

Psychology Courses ◽

Psychology Course ◽

The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

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Variation in performance on common content items at UK medical schools

BMC Medical Education ◽

10.1186/s12909-021-02761-1 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

David Hope ◽

David Kluth ◽

Matthew Homer ◽

Avril Dewar ◽

Richard Fuller ◽

...

Keyword(s):

Undergraduate Students ◽

Standard Setting ◽

Medical Schools ◽

Cross Sectional Study ◽

Pass Rates ◽

Cross Sectional ◽

Study Results ◽

Institutional Differences ◽

Common Content ◽

The Impact

Abstract Background Due to differing assessment systems across UK medical schools, making meaningful cross-school comparisons on undergraduate students’ performance in knowledge tests is difficult. Ahead of the introduction of a national licensing assessment in the UK, we evaluate schools’ performances on a shared pool of “common content” knowledge test items to compare candidates at different schools and evaluate whether they would pass under different standard setting regimes. Such information can then help develop a cross-school consensus on standard setting shared content. Methods We undertook a cross-sectional study in the academic sessions 2016-17 and 2017-18. Sixty “best of five” multiple choice ‘common content’ items were delivered each year, with five used in both years. In 2016-17 30 (of 31 eligible) medical schools undertook a mean of 52.6 items with 7,177 participants. In 2017-18 the same 30 medical schools undertook a mean of 52.8 items with 7,165 participants, creating a full sample of 14,342 medical students sitting common content prior to graduation. Using mean scores, we compared performance across items and carried out a “like-for-like” comparison of schools who used the same set of items then modelled the impact of different passing standards on these schools. Results Schools varied substantially on candidate total score. Schools differed in their performance with large (Cohen’s d around 1) effects. A passing standard that would see 5 % of candidates at high scoring schools fail left low-scoring schools with fail rates of up to 40 %, whereas a passing standard that would see 5 % of candidates at low scoring schools fail would see virtually no candidates from high scoring schools fail. Conclusions Candidates at different schools exhibited significant differences in scores in two separate sittings. Performance varied by enough that standards that produce realistic fail rates in one medical school may produce substantially different pass rates in other medical schools – despite identical content and the candidates being governed by the same regulator. Regardless of which hypothetical standards are “correct” as judged by experts, large institutional differences in pass rates must be explored and understood by medical educators before shared standards are applied. The study results can assist cross-school groups in developing a consensus on standard setting future licensing assessment.

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