Search Results (82)

People act in ways that align with the values and roles that constitute their identity. However, the consistency of identity’s influence across different behaviours, and whether identity influences behaviours directly or indirectly via intention, self-determined motivation, or habit, remains uncertain. Participants (N = 98; Mage = 30.4 years, SD = 11.7 years) completed up to 12 weekly surveys, self-reporting engagement in physical activity, student, and support-seeking behaviours, and behaviour-associated identity, intention strength, self-determined motivation, and habit. Stepwise multilevel models tested the between- and within-person associations of identity with behaviour, and whether the relationships remained after accounting for intention, self-determined motivation, and habit. Results suggested identity as stable, with the most variability at the between-person level. Identity was associated with behaviour at both within- and between-person levels, with the exception that support seeking and identity were only associated between-person. For student behaviour and physical activity, the identity–behaviour relationship at the within-person level waned and became non-significant after accounting for intention, but not self-determined motivation or habit. These findings highlight that identity may be difficult to change. However, as identity is associated with a range of behaviours, a person’s identification with a particular behaviour may be valuable for tailoring behaviour change interventions, specifically through or in the same way as behavioural intentions. Full article

Objectives: The present study examined the sensory preferences adopted by students over three years of training in a specialized training program for security forces (STPSF). It determines their impact on karate performance metrics. Methods: Thirty-one students aged 20 to 26 (SD = 0.81) completed the modified Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK), a tool designed to help identify students’ preferred learning styles. This research suggests a theoretical model in which the balanced and optimal engagement of visual, auditory, and kinesthetic modalities rather than a strict mathematical equation might provide an optimal foundation for improving proficiency in martial arts. Balanced engagement of these sensory modalities can foster a deeper understanding of karate techniques, improve performance, minimize dependence on a single sensory channel, and bolster real-time adaptability. The students were tested at two points: once at the beginning of their enrolment and again after completing their three-year training program. Results: After a relatively intensive intervention over three years, the findings suggest a positive shift in the ratio of the primary modalities, moving toward an optimal balance. Considering the ideal sensory balance of 50:50:50%, the visual modality increased from 45.8 to 50.4, approaching the optimal value. The auditory modality, initially above the ideal level at 53.8, adjusted closer to balance, reaching 51.9. In contrast, the kinesthetic modality slightly decreased from 50 to 47.5, indicating a minor deviation from the ideal state. It was further confirmed that a higher technical level, such as the third kyu, exhibits an equal distribution, approaching the optimal use of the three modalities: visual 51.5 auditory 47.6 and kinesthetic 50.7. Moreover, the progress toward an optimal synergy and a more efficient evaluation of situational possibilities within the decision-making process was more frequently noted in females than in male students. Conclusions: Acknowledging students’ sensory processing preferences can assist the teacher, trainer, coach, and student in advancing interaction, optimizing learning strategies, improving performance, promoting analytical skills, and fostering self-assurance and determination. Full article

Trillium Health Partners (THP) is a hospital network that serves the Mississauga region of Ontario, Canada, and sees nearly 1.7 million patient visits each year. THP is also a provider of highly specialized services to the region and a fully-fledged academic teaching center, with embedded research and innovation. Background/Objectives: Highly trained, skilled, and experienced nurses are foundational to THPs ability to meet the complex care needs of our patients across specialized programs. In 2024, 50% of the nursing workforce at THP was noted to have less than five years of experience. This generation of nurses are reporting high levels of burnout and are at greater risk of leaving the profession. The more experienced nurses are also facing burnout due to the continued pressures and demands in the workplace, having to manage an increasingly complex patient assignment, while providing mentorship to more novice nurses. Based on the existing literature and our collective experience at THP, we have developed the Transition to Independent Practice Support (TIPS) program, a multi-pronged approach to bolster support for our nursing workforce. The TIPS program at THP is designed to address knowledge gaps and enhance clinical competence among new and aspiring nurses. The primary aim of this study is to evaluate the efficacy of the TIPS program in facilitating the transition of novice nurses to independent and competent practitioners, utilizing the Kirkpatrick Model of Evaluation The specific objectives include (a) assessing participants’ reactions to the TIPS program; (b) measuring the increase in nurses’ knowledge and confidence following program participation; (c) evaluating changes in nurses’ behavior and practice post-program; and (d) determining the program’s impact on nurse retention and quality of patient care. Methods: Grounded in Meleis’s Transition Theory, the program combines webinars, simulations, clinical rounding, and mentorship to build resilience, decision-making, and confidence. Evaluative measures, based on the Kirkpatrick Model, assessed participant satisfaction, learning outcomes, behavior changes, and retention. Results: From September 2023 to March 2024, 388 interdisciplinary participants attended the program, including nursing students (56%), registered nurses (24%), registered practical nurses (14%), and aspiring nurses in other interprofessional roles (6%). Participants expressed high satisfaction with the program, achieving a mean reaction score of 4.80 (SD = 0.2921). Ninety-five percent found the sessions relevant, and 98% rated the facilitators as knowledgeable. Self-reported confidence significantly increased across all topics, with overall mean confidence scores rising from 2.94 to 4.52 (p < 0.0001, Cohen’s d = 3.01), demonstrating a strong impact on skill acquisition and application. Behavioral evaluations through simulations, competency checklists, and follow-up touchpoints confirmed improved clinical performance, with participants achieving 100% compliance to nursing skills during simulations and sustained confidence at three-month follow-ups. Since the program’s implementation, nursing turnover rates decreased from 9.52% to 7.7% by March 2024, with 100% of RNs, RPNs and IENs of TIPS participants retained within six months. Conclusions: This paper outlines the TIPS program and the diverse teaching and learning methodologies used in the design and program implementation to ultimately support the transition experience of the new gradate nurse into acute care. Preliminary outcomes are discussed including nursing retention rates, nurses’ knowledge, confidence, and skill levels. Full article

Background: Understanding the extent of the disease penetration and assessing its impact is critical during a pandemic. However, laboratory-based COVID-19 estimation can be resource-intensive and may not be feasible during an emergency, particularly in low-resource settings. Aim: To investigate whether self-reported symptoms can be used for COVID-19 screening to estimate the burden among individuals aged 18 years and above in a rural setting. Methods: A community-based cross-section study was conducted in a rural district of Haryana, a state in north India, using a self-reported semi-structured questionnaire developed on a digital platform. Information on COVID-19 manifestations as essential and non-essential, confirmed laboratory tests, and disability data using Washington Groups of Short Set were obtained. The sensitivity of the COVID-19 symptoms was estimated against laboratory-confirmed true positives. A chi-square or Fisher exact test for association and a multivariable regression to determine the predictors of the prevalence was carried out. Results: In total, 2954 respondents (79.8%), out of 3700 enumerated, were interviewed. The mean age of respondents was 42 years (SD 17.2), with 54.8% female respondents. The prevalence of COVID-19 based on self-reported symptoms was 6.2% (95%CI: 5.3–7.1). The age-adjusted prevalence was 6.04% (95%CI: 5.9–6.1). Of the total COVID-19 cases, 170 (5.7%, 95%CI: 4.9–6.5) revealed a laboratory-confirmed test. Given three essential symptoms to declare provisionally COVID-19 cases, the sensitivity was 82.9% (141/170), but considering two or more essential symptoms along with two or more non-essential, the sensitivity reached up to 91.8% (156/170). The multivariable analysis showed that increased age, higher education attainment, students, entrepreneurs, persons working in private sectors, and participants with poor hygiene were predictors. Conclusions: A symptoms-based identification of COVID-19 cases can give a reliable estimate and valuable insight into the extent of the penetration, especially in low-middle-income countries, and can be a supplement, not a replacement, to a laboratory test. Full article

Background/Objectives: There is evidence that shows an association between basic psychological needs, motivation, and enjoyment in the context of school physical education. However, there are no studies that have included all of them in a single study. Therefore, the objective of this research was to determine if there are differences in motivation, basic psychological needs, and enjoyment in physical education classes between primary and secondary education students and between boys and girls. Methods: A total of 740 schoolchildren (410 girls, 55.4%) from primary education (n = 310; 41.9%) and secondary education (n = 430; 58.1%) between the ages of 10 and 17 participated (M = 13.60; SD = 2.03). The Perceived Locus of Causality in Physical Education Scale (PLOC Scale), the Basic Psychological Needs in Exercise Scale (BPNES), and the Physical Activity Enjoyment Measurement Scale (PACES) were administered. Results: Statistically significant differences were found in the educational stage factor with higher scores in primary education students in intrinsic regulation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.004), perceived competence (p < 0.001), relatedness (p < 0.001), and enjoyment (p < 0.001). In terms of the gender factor, there were significant differences in intrinsic regulation (p = 0.005), identified regulation (p = 0.007), and enjoyment (p = 0.010), with higher scores in boys. Conclusions: Primary education students present greater self-determined motivation (intrinsic, identified, and introjected regulation), as well as a greater sense of competition, relatedness, and enjoyment than secondary education students. Boys have greater regulation and intrinsic enjoyment than girls in physical education classes. Full article

This study investigated the value of simulation workshops designed to enhance motivational discourse between mathematics teachers and struggling students who have difficulty keeping up with the curriculum, especially in advanced mathematics. Grounded in the self-determination theory, we examined teachers’ motivational discourse by having them participate in simulated individual dialogues with students, with a focus on the differences in the motivational discourse with male and female students. Twenty-nine middle school mathematics teachers (89.6% female; mean experience = 9.4 years, SD = 8.7) participated in the online simulations, each of which presented a scenario where an actor portrayed a struggling student contemplating dropping out of math class. Based on the observational measures of motivational discourse, the findings reveal significant gender disparities in that teachers tended to provide more support and autonomy to male students. Moreover, they tend to direct more frequent and intense autonomy-suppressing behaviors toward female students. The results highlight the efficacy of simulation-based workshops in uncovering teachers’ hidden behavioral patterns. It also highlights the importance of simulation-based learning to tailor professional development issues and for addressing unconscious gender biases in mathematics education. Full article

The present study aims to determine the predictive value of sociodemographic, academic, educational clinical psychological variables—ADHD diagnosis, emotional self-regulation, passion and emotional and behavioural symptoms—and modality of use of video games in adolescents who either make potentially problematic or severely problematic use of video games. This is a descriptive cross-sectional study in which 2.533 Galician students (region located in the northwest of Spain) aged between 11 and 20 years participated, who were selected through multistage random sampling. The mean age was 14.78 years (SD = 1.76). The analysis of the data seems to indicate that in the prediction of the problematic use of video games, different variables are combined, among which passion plays a capital role. In addition, the problematic use of video games is related to poor parental control, poor academic performance, use of addictive substances or to an earlier onset, as well as with the diagnosis of ADHD and with greater negative emotional and behavioural symptoms. The results of this study may be of interest for the design and implementation of preventive and corrective actions aimed at reducing the problematic or addictive use of video games. Full article

This study explores psychological well-being in adolescence through a multidimensional perspective using the Adolescent Students’ Basic Psychological Needs at School Scale, derived from the Self-Determination Theory. The ASBPNSS focuses on three basic psychological needs (Competence, Autonomy, and Relatedness) in adolescence and has not yet been used within the school context in Italy. This study’s main objectives are: (1) to validate a preliminary Italian version of the ASBPNSS; (2) to analyze the association between well-being at school and self-efficacy for self-regulated learning; and (3) to verify whether there are differences by gender. A sample of 395 students (mean age = 17.5; SD = 0.75) completed the ASBPNSS and the Self-Efficacy for Self-Regulated Learning Scale. The factorial structure, composite reliability, and gender invariance of the ASBPNSS were examined. Associations between well-being at school and self-efficacy were tested with structural equation models (CFI = 0.935, TLI = 0.925; RMSEA = 0.054). Measures of well-being were associated with school self-efficacy for self-regulated learning, which predicted Competence (beta = 0.639), Relatedness (beta = 0.350), and Autonomy (beta = 0.309). These relationships were invariant over gender, although girls reported lower latent means in the Relatedness factor. This study highlights the importance of promoting school self-efficacy and well-being in adolescence. Full article

Modified invasion games promote the development of real and perceived motor competence. Children with higher motor competence are more likely to participate in physical activity practice and to remain in it, both in adolescence and adulthood. (1) Background: The purpose of this study is to determine the effect of modified invasion games on the real motor competence and self-assessment of the physical condition fifth-grade students from a private school in Viña del Mar, Chile. (2) Methods: 40 girls and boys with an average age of 11.47 years (SD = 0.554) participated in this study during a 12-week intervention. The MOBAK 5-6 battery was used to assess actual motor competence, the SEMOK questionnaire was used to determine perceived motor competence, the International Fitness Scale (IFIS) self-assessment questionnaire was used to assess perceived physical fitness, and the weight/size ratio was used to determine BMI. A Friedman’s nonparametric ANOVA analysis was applied to determine the effect of the intervention, in addition to an analysis of covariance (ANCOVA) to identify the influence of the covariates on motor competence. (3) Results: No statistically significant differences were established between weight, BMI, and waist circumference. There was a statistically significant difference after the intervention in the actual motor competence of object control (p = 0.005) and perceived motor competence of object control (p ≤ 0.001) (4) Conclusions: An intervention based on modified invasion games is effective for the improvement of actual and perceived motor competence of object control. It was not possible to identify a positive effect on the self-assessment of muscle strength after the intervention. Full article

Eating disorders in adolescents are an increasingly important issue nowadays. Although they have been shown to be a pathology with multifactorial causes, the objective of our study is to determine the degree of influence that body dissatisfaction and the use of social media (time and type) might have on the risk of manifesting eating disorders. To perform this, the Sick Control One Fat Food scale was used as part of a randomized survey carried out among 12 schools in Almería (Spain). The sample consisted of 605 students in Compulsory Secondary Education between the ages of 12 and 17 years (M = 14.27; SD = 1.44), 48.42% female and 51.52% male. Cross-tabulation tables were constructed to observe the relationship of sex and age with the risk of manifesting EDs, and, subsequently, a two-factor ANOVA was performed using the risk of suffering from an eating disorder as a dependent variable. The results show that 29.3% of the respondents express an elevated risk of suffering from an eating disorder. There are no significant differences regarding sex, but there are differences regarding age. It was also observed that dissatisfaction with body image is a significant risk factor, but not the time that young people spend on social media. Furthermore, the type of content displayed on social media has a significant influence, both independently and together with body dissatisfaction. The main conclusion highlighted in this study relates to the importance of self-perceived body image (satisfaction and dissatisfaction) and its relationship with the type of content seen on social media. For this reason, it is essential to work on self-esteem at an early age as well as learn to value others and oneself beyond just the physical. Full article

The aims of this study are as follows: (a) to determine the level of physical self-concept, satisfaction with basic psychological needs (BNP), and motivation towards physical education (PE) among primary education school students; (b) to analyze the correlations between the different variables; to (c) identify gender differences in the studied variables; and (d) to examine the capacity of BPN, physical self-concept, and gender as predictors of different types of motivation towards PE. The sample comprises 474 primary school students (average age = 10.58; SD = 0.626) from four educational centers in A Coruña, Spain. A multivariable linear regression analysis was conducted to determine whether independent variables of BPN, gender, and physical self-concept can predict different types of motivation towards PE. The results show that satisfaction with the BPN of autonomy is significantly lower than the other two variables. Moreover, there is a positive and significant correlation between physical self-concept and satisfaction with BPN, as well as with intrinsic, identified, and introjected motivations. Boys outperform girls in physical self-concept, satisfaction with competence and socialization BPNs, and introjected, external, and amotivation motivations. The main conclusion is that BPNs solely forecast the most self-determined motivations (intrinsic and identified), have a restricted influence on introjected motivations, and do not predict external regulation or amotivation. Neither gender nor physical self-concept significantly contributes to predicting any motivation towards PE at these ages. Full article

Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought about by the COVID-19 pandemic also urged the implementation of online modalities, yet there is still no available information on students’ online learning profiles. Hence, we conducted survey research using an ex post facto approach to determine the effects of demographic profiles on OSE, SRL, and OLSE. The survey was completed by N = 373 respondents who answered the questionnaire, with informed consent administered via Google Forms. The results revealed that OSE indicators moderately characterized the students, while SRL and OLSE indicators accurately described them, as substantiated by the overall means of M = 3.85 (SD = 0.90), M = 3.86 (SD = 0.92), and M = 3.14 (SD = 0.73), respectively. Also, multivariate tests showed no significant effects among the independent groups (p > 0.05), except for a gender and OLSE interaction (p < 0.05), so only for OLSEE was a significant difference found in terms of gender. In conclusion, Filipino online learners have moderate characteristics across the aspects of student engagement, self-regulation, and self-efficacy. Full article

The relationship between trait gratitude and subjective well-being is well documented in the literature. Recently, growing attention has been given to examining which factors are determinants in the relationship. However, there are no studies to present a comprehensive model of how meaning in life and self-control jointly play a role in this relationship. This study investigated parallel and serial mediation of the presence of meaning, the search for meaning, and self-control in the relationship between trait gratitude and subjective well-being. A total of 764 adolescents (M_age = 14.10, SD = 1.43, 48.43% males) from three middle schools in China completed a six-item measures of gratitude questionnaire form, a meaning in life questionnaire, a middle school students’ self-control ability questionnaire, and a satisfaction with life scale. The study revealed that trait gratitude affected the presence of meaning and subsequently affected subjective well-being. In addition, trait gratitude affected self-control through the presence of meaning and the search for meaning, and it subsequently affected subjective well-being. Therefore, the presence of meaning, the search for meaning, and self-control played an important role in the positive effects of trait gratitude on adolescent subjective well-being. The findings were in line with the intrinsic and extrinsic goal theory of gratitude and provided new insight to inform the improvement of adolescent subjective well-being in the future. Full article

This study determined predictors of food skills in Canadian gym members. A random sample of gym members were invited to complete a validated Food Skills Questionnaire with supplementary questions. All questions/variables significantly associated (p < 0.05) and fair-to-moderately correlated (r ≥ 0.40) with Total Food Skills (TFSs) were analyzed by multiple regression. The respondents’ (n = 576) mean ± SD age was 41.3 ± 14.8 years, with 67.3% females and 13.2% students. The mean TFSs score was 77.1 ± 11.9 (maximum 100). Females reported higher TFSs than males; however, this did not remain significant when nutrition-related beliefs were considered. Increasing age, taking a nutrition/cooking course, teen meal preparation, primary cook, time preparing weekend meals, believing that preparing healthy food is important, and self-reported nutritional quality of diet and nutrition knowledge were positively associated with TFSs (p < 0.05). Purchasing food/beverages from convenience stores, buying pre-prepared dinners, and being a student were negatively associated with TFSs (p < 0.05). The strongest predictors of TFSs were self-reported nutrition knowledge and nutritional quality of diet. The adjusted R² increased by 0.30 when food-related experiences/behaviours and nutrition-related beliefs were included in the final model, which accounted for 50% of the variance in TFSs. Food experiences/behaviours and nutrition beliefs, which are associated with food skills, are potential intermediary targets for programs and/or research to improve food skills. Full article

Background: Medical students are expected to excel in their academics. Hence exposing them to a certain amount of strain may sometimes cause sleep disruptions. The purpose of this study was to determine the sleep quality among Saudi Applied Medical Sciences students and its potential connections with their academic performance and mental health. Methods: This online cross-sectional questionnaire-based study was conducted at Jazan University’s College of Applied Medical Sciences in Saudi Arabia. The Pittsburgh Sleep Quality Index (PSQI), a known indicator of sleep quality, a validated mental health measure; Depression Anxiety Stress Scales-21 (DASS-21), and Academic Performance Scale (APS) with 89 internal consistencies were included in the questionnaire. The cumulative grade point average (GPA) was also used as a covariate to evaluate students’ academic success. Results: 112 people responded (response rate = 93%), and 105 of them presented comprehensive information about their backgrounds, way of life, academic standing, sleep patterns, and mental health. Participants’ average GPA and APS scores were 4.23 ± 0.52 and 33.16 ± 5.63, respectively. The mean global PSQI score was 6.47 with 2.34 of standard deviation (SD). The majority of individuals (60%) had poor sleep quality particularly due to abnormal sleep latency and lesser sleep duration, as determined by their PSQI score. The prevalence rates for depression, anxiety, and stress were higher; 53%, 54% and 40%, respectively. Both depression and anxiety were substantially correlated with poor sleep quality (p-value = 0.008, p-value = 0.01, respectively). Sleep quality had no significant effect on GPA while global PSQI and depression were significantly negatively correlated with an APS score of participants (p-value = 0.007 and 0.015, respectively). Conclusions: Higher rates of poor sleep quality and psychologically negative emotions were prevalent. Unhealthy sleep patterns were linked to increased levels of anxiety and depression. Self-perceived academic performance was negatively impacted by inadequate sleep and negative emotions, despite the fact that the GPA results were unaffected. Full article