108,817 research outputs found

    Asian American women\u27s resilience: An integrative review

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    Asian American women face unique stressors that threaten their overall health and well-being. However, resilience is a phenomenon that allows individuals to develop positive adaptation despite adversities and challenges. This integrative review is conducted in order to explore the current state of knowledge regarding the resilience of Asian American women. Twelve databases were used to identify related articles: Academic Search Premier, CINAHL, ERIC, Ethnic NewsWatch, GenderWatch, ProQuest Dissertations and Theses Global, ProQuest Sociological Abstracts, PsycINFO, PubMed, SAGE (Psychology and Sociology collections), Scopus, and Web of Science. Twenty-one research studies met the inclusion criteria of the integrative review. Five common themes emerged from the analysis of the studies: (a) resilience as conceptualized as a coping strategy, (b) resilience as related to social support and network, (c) resilience as an enduring phenomenon, (d) resilience as connected to bicultural identity, and (e) resilience as an emancipatory perspective and experience. These themes imply that resilience is a developmental process, culture has a significant influence on resilience, and Asian American women are a vulnerable and marginalized group. Further recommendations for nursing practice and research are discussed as related to these implications

    Resilience, Acculturative Stress, and Family Norms Against Disclosure of Mental Health Problems Among Foreign-Born Filipino American Women

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    The present study explores the relationships between resilience, acculturative stress, and family norms against disclosure of mental health problems among foreign-born Filipino American women. The sample consisted of 159 foreign-born Filipino American women aged 18 years and above and residing in Las Vegas, Nevada, United States. Participants completed paper-and-pencil questionnaires. Results indicated high levels of resilience and moderate levels of acculturative stress. Findings also showed a significant negative correlation between resilience and acculturative stress, and a significant predictive effect of resilience on acculturative stress. We also found a significant negative relationship between resilience and family norms against disclosure of mental health problems but no significant mediating effect of resilience on the relationship between acculturative stress and family norms. This lack of significant findings related to the mediating effect of resilience on the relationship between acculturative stress and family norms against disclosure of mental illness may be due to the absence of theoretical models and research regarding the role of resilience in the context of acculturation among Filipino American women. Our findings imply the need to further explore underlying mechanisms that explain the relationships between resilience, acculturative stress, and family norms. The findings of the study also confirm the need to develop interventions and resources that ameliorate acculturative stress and promote an increase of the disclosure and reporting of mental health problems among Filipino American women

    Science epistemological beliefs of form four students and their science achievement using web-based learning

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    Epistemological beliefs affect student motivation and learning. They have been found to play a significant role in the acquisition of the capacity to control and direct one’s cognitive processing (Lindner, 1993). In particular, science epistemological belief is considered an important factor in science achievement and positive science attitudes among students (Cobern, 1991). Based on the premise above, the purpose of this study was (1) to examine the science epistemological beliefs of Form Four students in Malaysia, and (2) to find out if there was a significant difference in the science achievement of students with high science epistemological beliefs and those with low belief when learning science using different Web-based modules. The sample comprised 169 students from ten schools in the state of Perak. The instrument used in this study was the “Nature of Scientific Knowledge Scale” developed by Rubba (1977). Six factors of the science epistemological beliefs, that is amoral, creative, developmental, parsimonious, testable and unified, were analysed using descriptive statistics. Results showed that the highest ranked factor was testable, followed by unified, creative, developmental and amoral. The lowest ranked factor was parsimonious. Analysis of t-tests for independent means showed that the science achievement of students with high science epistemological beliefs who followed the constructivist approach was significantly higher than those who followed the direct instruction approach. However, there was no significant difference between the science achievement of students with low science epistemological beliefs who followed the constructivist approach and those who followed the direct instruction approach. 2-way ANOVA analysis showed that the interaction effect between type of approach for web-based learning and science epistemological beliefs was significant, suggesting that the effect of the type of web-based learning approach is dependent on the science epistemological beliefs held by the students

    Comparison of Career Decision Difficulties Between Nursing Freshmen and Interns

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    Career selection is one of the most important decisions an individual makes in his life. High career expectation could result in career decision difficulties. This study aimed to compare and analyze the career decision difficulties between nursing freshmen and interns. This cross-sectional study involved 110 and 66 nursing freshmen and interns respectively (n=176) in two private nursing colleges. Career decision difficulties questionnaire was used in data collection. Descriptive statistic and independent sample t test were used in data analysis (α<.05). Results showed that most respondents experienced moderate difficulties in both groups. Overall, there was no significant difference of career decision difficulty found between groups (p=.057), but indecisiveness, dysfunctional myths, lack of knowledge about the process of career decision making, lack of information, lack of information about occupations, lack of information about ways of obtaining additional information, and internal conflicts were significantly different between groups (all p<α). Career decision difficulties occur similarly both in nursing freshmen and interns

    Comparison of Rwandan and American Followership Styles

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    Leadership research is plentiful and multifaceted yet followership, an essential component in leadership, attracts little research attention. This research paper measures followership styles in two cultural contexts: American and Rwandan. Although cultural aspects of followership have been studied to some extent, the literature in this area is lacking. Data are collected from two organizations of similar size and function, one in Rwanda, and the other in Oregon, USA. It is hypothesized that Americans’ cultural preferences influence followers to favor critical thinking and active engagement while Rwandan cultural preferences predispose followers to less critical thinking and less active engagement. Results of the research show no significant difference between the cultures on critical thinking and active engagement. However, followership type is significantly different by country. Kelley’s (1992) followership survey and the organizational contexts are probed for possible reasons that no significant differences were found between critical thinking and active engagement, while power distance is seen as the main reason for the difference in followership type. Presently little research has been dedicated to the cultural effects on followership and organizations that work internationally would benefit greatly from a deeper understanding of cultural effects on followership

    A Systematic Literature Review of the Current State of Knowledge Related to Interventions for Bereaved Parents

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    Aims: The purpose of this systematic literature review is to describe the interventions for bereaved parents, evaluate intervention effectiveness through study methodology rigor, replicability, and theoretical foundations. Methods: We searched MEDLINE via PubMed (1966-2018), CINAHL (1937-present), PsycINFO (1887-present), and Embase (1947-present) using various search words and MeSH terms related to the study purpose. A blinded screening of title/abstract was performed, with conflicting inclusion decisions resolved through group discussions. Matrices for remaining articles were created and discussed among the team. The levels of evidence of the 9 records were rated from very low to high based on the Grading of Recommendations Assessment, Development, and Evaluation guidelines. Results: Our initial pool included 1025 articles. After the screening of titles/abstracts, 63 articles were retained for full-text reviews. Evaluated based on the inclusion/exclusion criteria, 9 records met the review criteria. Of the 9 records, 1 was graded as very low, 3 low, and 5 low to moderate. The interventions for bereaved parents varied from using single-model interventions such as expressive arts therapy and telephone support to multimodal interventions that combined resources (ie, peer support, resource packets, and health-care support). Only 1 study explicitly illustrated how its bereavement intervention was designed based on the proposed theoretical model. Conclusions: This review highlights the need for individualized, well-tested, and effective bereavement care interventions to support bereaved parents. In summary, the state of the science on interventions for bereaved parents is poor and much work needs to be done to effectively address the needs of bereaved parents, including both their physical and emotional health needs

    The level of self-directed learning among teacher training institute students – an early survey

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    Current learning approaches have various structured learning activities as well more self-directed learning tasks guided through consultation with academics. The aim of this research is to determine students’ self-directed learning readiness (SDLRS) in a Teacher Training Institute. 266 students from the Kursus Perguruan Lepasan Ijazah (KPLI), Program Ijazah Sarjana Muda Perguruan (PISMP) and Program Persediaan Ijazah Sarjana Muda Perguruan (PPISMP) group took part in the research. The instrument is a questionnaire adopted from Guglielmino SDLRS questionnaire. Result from the data analysis showed that most of the students are on average or below average in term of SDLRS. Based on SDLRS, there is also significant difference between gender with respect to self directed learning readiness. In addition, there ia also significant difference of students’ SDLRS with respect to their courses

    Eclectic styles and classical performance: Motivation and self-efficacy belief at two summer music camps

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    String teachers and scholars have suggested that classically-trained students may be motivated to engage in eclectic (e.g., rock, pop, jazz, groove, folk) styles. However, we do not fully understand the ways in which students’ motivations to engage in new musics might be influenced by their perceptions of competence in those styles. In this mixed-method study we draw upon quantitative, qualitative, and arts-based data from 120 middle and high school students at two camps (one emphasizing classical music, the other emphasizing eclectic styles), to explore various ways in which students develop self-efficacy beliefs and motivation to perform in a variety of musical approaches. According to analysis of all data, students at both camps generally expressed having positive musical and social experiences. Negative experiences, while less common, stemmed from confusion or frustration with music learning, boredom with music that was too easy or not interesting, and competitive comparison with others. Based on findings from qualitative and arts-based data, we suggest that these students may have benefitted from additional teacher support when encountering new musical technique

    Evaluating Digital Math Tools in the Field

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    Many school districts have adopted digital tools to supplement or replace teacher-led instruction, usually based on the premise that these tools can provide more personalized or individualized experiences for students and at lower cost. Rigorously evaluating whether such initiatives promote better student outcomes in the field is difficult as most schools and teachers are unwilling to enforce rigorous study designs such as randomized control trials. We used study designs that were feasible in practice to assess whether two digital math tools, eSpark and IXL, were associated with improvements in 3rd – 6th grade student test scores in math. We also investigated the resource requirements and costs of implementing eSpark and IXL to assess whether these tools represent a valuable use of resources. We find that while IXL is substantially less costly to implement than eSpark, its use is not significantly associated with students’ math performance
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