Exploring the relationship between Greek teachers’ beliefs regarding nature and nurture, and their self-efficacy: a mixed methods investigation.

Abstract: In the last twenty years we have seen growing evidence from behavioural genetics that most, if not all, educational outcomes have a significant genetic component. Moreover, the question of how teachers perceive the nature-nurture question has been looked at in a variety of populations, but not within a Greek context. The present mixed methods investigation attempts to make a contribution to our understanding of Greek teachers’ and trainee teachers’ beliefs regarding genetic influences on educationally-relevant behaviour. Moreover, it looks at the relationship between such beliefs and teacher self-efficacy (TSE), a metric that has consistently been positively linked with student attainment. Finally we look at teachers Openness to Genetics Research in Education (OGRE), as well as the link between teaching experience and the aforementioned characteristics. 223 teachers and trainee teachers at a Greek University provided data on their perceptions of the extent to which genes explain variance in six domains of behaviour. For the six domains that were examined the proportion of teachers who reported that genetics were as, or more important than environment were: for personality 39.6%, for intelligence 72.7%, for behaviour 25.3%, for learning difficulties 87.1%, for mental health 44.2% and finally for happiness 17.1%. No significant relationship was found between teachers’ nature-nurture beliefs and their self-efficacy. A significant difference (p=.006) was found between the mean TSE of the two groups studied, namely trainee teachers (M=6.41, SD=.87) and in-service teachers (M=6.8, SD=.78). The effect size (Cohen’s d=.46) was moderate. This is in line with the literature on TSE. Moreover, a significant correlation (r=.31, p=.000) was found between self-efficacy beliefs and OGRE. These results are discussed and implications for future research as well as potential changes in teacher education are made

A systematic review of instruments that assess the implementation of hospital quality management systems.

PURPOSE: Health-care providers invest substantial resources to establish and implement hospital quality management systems. Nevertheless, few tools are available to assess implementation efforts and their effect on quality and safety outcomes. This review aims to (i) identify instruments to assess the implementation of hospital quality management systems, (ii) describe their measurement properties and (iii) assess the effects of quality management on quality improvement and quality of care outcomes. DATA SOURCES: We performed a systematic literature search from 1990 to 2011 in PubMed, CINAHL, EMBASE, Cochrane Library and Web of Science. In addition, we used snowball strategies, screened the reference lists of eligible papers, reviewed grey literature and contacted experts in the field. STUDY SELECTION: and data extraction Two reviewers screened eligible papers based on pre-defined inclusion and exclusion criteria and all authors extracted data. Eligible papers are described in terms of general characteristics (settings, type and level of respondents, mode of data collection), methodological properties (sampling strategy, item derivation, conceptualization of quality management, assessment of reliability and validity, scoring) and application/implementation (accounting for context, organizational adaptations, sensitivity to change, deployment and effect size). RESULTS: Eighteen papers were deemed eligible for inclusion. While some common domains emerged in measurement conceptualization, substantial differences in scope persist. The instruments' measurement properties were insufficiently described and only few instruments assessed links between the implementation of quality management systems (QMS) and improvement strategies or outcomes. CONCLUSIONS: There is currently no well-established measure to assess the implementation and effectiveness of quality management systems. Future research should address this gap

Investigating the feasibility of MePlusMe, an online intervention to support mental health, wellbeing, and study skills in higher education students

Introduction: While there are several web-based interventions to support mental health, few target students in higher education (HE). Importantly, more research is needed to establish their effectiveness. Here, we provide a pragmatic evaluation of an online intervention (MePlusMe) specifically designed to improve the mental health, wellbeing, and study skills of HE students. Methods: In accordance with the published protocol for a feasibility study, we obtained a convenience sample of 137 HE students, with students recruited to participate in an 8-week intervention. To evaluate the feasibility and assess the effects of this online intervention, validated measures of mood (depression and anxiety), wellbeing and self-efficacy were collected at baseline, 2, 4 and 8 weeks, alongside two feedback forms assessing design and functionality (baseline), and engagement (week 4 and 8). Results: We observed statistically significant reductions in levels of anxiety and depression, and increases in wellbeing over the 8-week intervention period. However, there were no significant changes in self-efficacy. Participants rated the system design and functionality positively, and qualitative findings indicated high levels of satisfaction with MePlusMe. Some areas for improvement were also identified. Discussion: Rates of initial consent, subsequent engagement with the programme, and measure completion, together with qualitative feedback, support the acceptability of the intervention. Significant benefits were observed for the main intended outcomes, with the overall results providing qualified support for the effectiveness of MePlusMe. The significant positive changes associated with use of this system are encouraging. Nonetheless, modest retention rates limit the precision and generalisability of these findings. Further investigation should ascertain optimal duration of engagement, most acceptable means of outcome assessment, and further detail about obstacles to utilisation

Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing

Student mental health is a critical issue in higher education. It is understood that higher education can act to trigger or exacerbate mental health difficulties, but research in this area has focused primarily on campus environments, identifying stressors such as halls of residence. Since distance learning students disclose mental health issues at a higher rate than campus students, and completion and progression gaps are on a par with the sector, it is critical that the barriers and enablers to mental wellbeing in distance learning are understood. This paper reports on a qualitative study that investigated barriers and enablers to mental wellbeing and study success that students experienced in distance learning. 15 distance learning students and 5 tutors were interviewed using narrative enquiry; students told their own stories and tutors told stories of students they had supported. Barriers and enablers were identified across different aspects of study, skills-development and the distance learning environment, and are presented in a taxonomy of barriers and enablers that suggest a range of implications for distance learning educators and policy developers

Supporting mental health, wellbeing and study skills in Higher Education:an online intervention system

Abstract Background Dealing with psychological and study skill difficulties can present a challenge for both Higher Education (HE) students, who suffer from them, but also for HE Institutions and their support services. Alternative means of support, such as online interventions, have been identified as cost-effective and efficient ways to provide inclusive support to HE students, removing many of the barriers to help-seeking as well as promoting mental health and wellbeing. Case presentation The current case study initially outlines the rigorous approach in the development of one such online intervention system, MePlusMe. It further highlights key features that constitute innovative delivery of evidence-based psychological and educational practice in the areas of mental health, promotion of wellbeing, support of mood and everyday functioning, and study-skills enhancement. Conclusions This case study aims to present the innovative features of MePlusMe in relation to current needs and evidence-basis. Finally, it presents future directions in the evaluation, assessment, and evidence of the fitness-for-purpose process

A review of web-based support systems for students in higher education

Abstract Background Recent evidence suggests that there is an increasing need for accessible and anonymous services to support higher education (HE) students suffering from psychological and/or academic difficulties. Such difficulties can lead to several negative outcomes, including poor academic performance, sub-optimal mental health, reduced study satisfaction, and dropout from study. Currently, universities in the UK lack financial resources and the on-campus mental health services traditionally offered to students are increasingly economically unsustainable. Compounded by the perceived stigma of using such services, mental health providers have been driven to address the escalating needs of students through online services. Methods In this paper, we review online support systems identified through a literature search and a manual search of references in the identified papers. Further systems were identified through web searches, and systems still in development were identified by consultation with researchers in the field. We accessed systems online to extract relevant information, regarding the main difficulties addressed by the systems, the psychological techniques used and any relevant research evidence to support their effectiveness. Conclusion A large number of web-based support systems have been developed to support mental health and wellbeing, although few specifically target HE students. Further research is necessary to establish the effectiveness of such interventions in providing a cost-effective alternative to face-to-face therapy, particularly in certain settings such as HE institutions

Exploring student teachers’ motivations and sources of confidence: the case of outdoor learning

Outdoor learning has become an important part of policy and practice across several European contexts. While research indicates that outdoor experiences can enhance learning and mental health outcomes, studies have also identified a number of barriers to providing such experiences the most prevalent being that of teachers’ confidence. Acknowledging the role of Initial Teacher Education (ITE) in preparing teachers for the demands and complexities of providing meaningful, safe and relevant outdoor learning experiences, this article explored teachers’ experiences both in general, and within a one-year ITE course in Scotland, employing a qualitative methodology. In particular, semi-structured interviews were used with seven ITE students. Results yielded through thematic analysis revealed mastery experiences as being preferred, while vicarious experiences were also seen as useful. In addition, previous experiences in adulthood and childhood impact on the motivation of student teachers to teach outdoors. Implications for ITE programmes are presented. © 2020 Association for Teacher Education in Europe