The Mindful Attention Awareness Scale for Adolescents (MAAS-A): Psychometric Properties in a Dutch Sample

The factor structure and psychometric properties of the Dutch version of the Mindful Attention Awareness Scale for Adolescents (MAAS-A) was studied in a sample of adolescents (n = 717; age range, 11–17 years) of the general population. The MAAS-A and other questionnaires measuring other constructs were administered in high schools across the Netherlands. A one-factor structure was demonstrated using principal component analysis and was further confirmed using confirmatory factor analysis. The MAAS-A was shown to have high internal consistency. Expected negative correlations between mindfulness and self-reported stress and emotion regulation strategies such as rumination and catastrophizing were found. Further, mindfulness was positively correlated with happiness, healthy self-regulation, and with another recently developed measure of mindfulness in children and adolescents, the Child and Adolescent Mindfulness Measure. Mindfulness as measured by the MAAS-A correlated positively with quality of life, but an expected positive relationship with acceptance was not found. Interestingly, adolescents without meditation experience scored higher on the MAAS-A than adolescents without this experience. Further, adolescents with chronic disorders scored lower on the MAAS-A than adolescents without these disorders. Overall, this study has shown evidence of the first valid and reliable Dutch measure of mindfulness for adolescents. The factor structure, internal consistency, and convergent and divergent validity as well as their relationship to quality of life are comparable to the original MAAS-A

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A random effects model is proposed for the analysis of binary dyadic data that represent a social network or directed graph, using nodal and/or dyadic attributes as covariates. The network structure is reflected by modeling the dependence between the relations to and from the same actor or node. Parameter estimates are proposed that are based on an iterated generalized least-squares procedure. An application is presented to a data set on friendship relations between American lawyers

Evaluating Model Fit in Two-Level Mokken Scale Analysis

Currently, two-level Mokken scale analysis for clustered test data is being developed. This paper contributes to this development by providing model-fit procedures for two-level Mokken scale analysis. New theoretical insights suggested that the existing model-fit procedure from traditional (one-level) Mokken scale analyses can be used for investigating model fit at both level 1 (respondent level) and level 2 (cluster level) of two-level Mokken scale analysis. However, the traditional model-fit procedure requires some modifications before it can be used at level 2. In this paper, we made these modifications and investigated the resulting model-fit procedure. For two model assumptions, monotonicity and invariant item ordering, we investigated the false-positive count and the sensitivity count of the level 2 model-fit procedure, with respect to the number of model violations detected, and the number of detected model violations deemed statistically significant. For monotonicity, the detection of model violations was satisfactory, but the significance test lacked power. For invariant item ordering, both aspects were satisfactory

Is the “Brainwork Intervention” effective in reducing sick leave for non-permanent workers with psychological problems? Results of a controlled clinical trial

Background: Both the presence of psychological problems and the absence of an employment contract are related to long-term sickness absence, prolonged work disability and unemployment. Studies researching the effectiveness of return-to-work interventions on these non-permanent workers, including unemployed and temporary agency workers and workers with an expired fixed-term contract, are lagging behind. Therefore, a return-to-work intervention called “Brainwork” was developed. The aim of this study was to assess the effectiveness of the ‘Brainwork Intervention’ in reducing the duration of sick leave compared to usual care over a 12-month follow-up. Methods: In a multicenter controlled clinical trial, using a quasi-randomization procedure, we compared the Brainwork Intervention (n = 164) to usual care (n = 156). The primary outcome was the duration of sick leave. Secondary outcomes were the duration of sick leave starting from Social Security Agency transfer; the proportion of workers returned to work; the number of hours of paid employment during the follow-up period; the degree of worker participation; the level of psychological complaints; and the self-efficacy for return to work. Protocol adherence (Brainwork Intervention) was considered sufficient when at least three of the five protocol steps were followed. Cox regressions, linear and ordinal regression, and Mixed Model analyses were performed. Results: All 320 participants were analyzed. The Brainwork Intervention resulted in a non-significant reduction of the duration of sick leave compared to usual care (269 days versus 296 days; HR = 1.29; 95% CI 0.94–1.76; p = 0.11). For those working (46%) during the 12-month follow-up, the mean number of hours of paid employment was non-significantly higher in the usual care group (682 h versus 493 h; p = 0.053). No significant differences were found for other secondary outcomes. Protocol adherence was 10%. Conclusions: The Brainwork Intervention as performed with a low protocol adherence did not result in a significant reduction of the duration of sick leave compared to usual care. It remains unclear what the results would have been if the Brainwork Intervention had been executed according to protocol. Trial registration: The Netherlands Trial Register (NTR); NTR3976 (old registration number NTR4190). Registered September 27th 2013

"Let us discuss math"; Effects of shiftproblem lessons on mathematical discussions and level raising in early algebra

We investigated whether Early Algebra lessons that explicitly aimed to elicit mathematical discussions (Shift-Problem Lessons) invoke more and qualitatively better mathematical discussions and raise students’ mathematical levels more than conventional lessons in a small group setting. A quasi-experimental study (pre- and post-test, control group) was conducted in 6 seventh-grade classes (N =160). An analysis of the interaction processes of five student groups showed that more mathematical discussions occurred in the Shift-Problem condition. The quality of the mathematical discussions in the Shift-Problem condition was better compared to that in the Conventional Textbook condition, but there is still more room for improvement. A qualitative illustration of two typical mathematical discussions in the Shift-Problem condition are provided. Although students’ mathematical levels were raised a fair amount in both conditions, no differences between conditions were found. We concluded that Shift-Problem Lessons are powerful for eliciting mathematical discussions in seventh-grade Shift-Problem Early Algebra Lessons

Promoting physical distancing during COVID-19: a systematic approach to compare behavioral interventions.

In the wake of the COVID-19 pandemic, physical distancing behavior turned out to be key to mitigating the virus spread. Therefore, it is crucial that we understand how we can successfully alter our behavior and promote physical distancing. We present a framework to systematically assess the effectiveness of behavioral interventions to stimulate physical distancing. In addition, we demonstrate the feasibility of this framework in a large-scale natural experiment (N = 639) conducted during an art fair. In an experimental design, we varied interventions to evaluate the effect of face masks, walking directions, and immediate feedback on visitors’ contacts. We represent visitors as nodes, and their contacts as links in a contact network. Subsequently, we used network modelling to test for differences in these contact networks. We find no evidence that face masks influence physical distancing, while unidirectional walking directions and buzzer feedback do positively impact physical distancing. This study offers a feasible way to optimize physical distancing interventions through scientific research. As such, the presented framework provides society with the means to directly evaluate interventions, so that policy can be based on evidence rather than conjecture

Mindful Parenting Assessed Further : Psychometric Properties of the Dutch Version of the Interpersonal Mindfulness in Parenting Scale (IM-P)

Psychometric properties of the Dutch version of the Interpersonal Mindfulness in Parenting Scale (IM-P) were studied in a general population sample of mothers of adolescents (n = 866) (study 1). A six-factor structure (29 items) emerged using exploratory factor analysis. A main difference from the original IM-P was that aspects of compassion and emotional awareness were separated into different factors for the self and the child, instead of combined into one factor. In a second general population sample of mothers of adolescents (n = 199), the six-factor structure was confirmed using confirmatory factor analysis (study 2). The proposed 29-item version of the IM-P and its subscales were shown to have good internal consistencies, apart from the sixth factor. As expected, a high correlation was found with general mindfulness questionnaires (FFMQ and FMI). Furthermore, the IM-P correlated positively as expected with quality of life and optimism and negatively with depression and dysfunctional parenting styles. These expected indications of construct validity were found in study 2, as well as in mothers (n = 112) of adolescents with type 1 diabetes mellitus (study 3) which was added to examine whether the Dutch version of the IM-P was also valid in a pediatric population. Overall, these three studies present good psychometric properties of the Dutch translation of the first measure of mindful parenting.

Anpassningens dilemman. En studie om svensklärares resonemang kring anpassningar i litteraturundervisningen

Syftet med undersökningen är att undersöka hur svensklärare resonerar kring anpassningar för elever i svårigheter och för elever i behov av mer utmanande uppgifter i litteraturundervisningen, samt vilka metoder lärarna använder i deras anpassningar. Genom att utgå från ett relationellt specialpedagogiskt perspektiv samt Judith Langers litteraturreceptionsteori har fem intervjuer med svensklärare på gymnasieskolan genomförts. Intervjuerna har efter transkriberingen tematiserats för att sortera informanternas svar i kategorier. Analysen resulterade i kategorierna: motivation, individanpassning, tid, fördjupning, bredd, metod och attityd. Lärarnas svar visar att elever i svårigheter behöver motiveras i större utsträckning än andra elevgrupper, samt att en individanpassning behöver ske för dem. När lärarna resonerar kring de elever som behöver mer utmanande uppgifter visar resultatet att lärarna inte har samma möjlighet att anpassa undervisningen för dem som för elever i svårigheter. Det menar lärarna beror på tidsbrist och att det saknas strategier för att möta den elevgruppen. De anpassningar som nämns för elever i behov av mer utmanande uppgifter är fler eller fördjupande uppgifter inom samma ämne. Lärarna utgår i första hand från ett kategoriskt perspektiv i sin analys av vem som är bäraren av de pedagogiska problemen. Resultatet visar att det finns utrymme att arbeta med elevernas föreställningsvärldar för att anpassa undervisningen för samtliga elevgrupper i undervisningen