Psychometric properties of the Patient Dignity Inventory in an acute psychiatric ward: an extension study of the preliminary validation

Background: During the last decades, dignity has been an emerging issue in mental health since its ethical and therapeutic implications became known. This study is an extension of the preliminary validation of the Patient Dignity Inventory (PDI) in a psychiatric setting, originally designed for assessing perceived dignity in terminal cancer patients. Methods: From October 21, 2015 to December 31, 2016, we administered the Italian PDI to all patients hospitalized in an acute psychiatric ward, who provided their consent and completed it at discharge (n=165). We performed Cronbach’s alpha coefficient and principal factor analysis. We administered other scales concomitantly to analyze the concurrent validity of PDI. We applied stepwise multiple linear regression to identify the patients’ demographic and clinical variables related to the PDI score. Results: Our response rate was 93%, with excellent internal consistency (Cronbach’s alpha coefficient=0.94). The factorial analysis showed three factors with eigenvalue .1, which explained .80% of total variance: 1) “loss of self-identity and anxiety for the future”, 2) “concerns for social dignity and spiritual life”, and 3) “loss of personal autonomy”. The PDI and the three factor scores were positively and significantly correlated with the Hamilton Scales for Depression and Anxiety but not with other scale scores. Among patients’ variables, “suicide risk” and “insufficient social and economic condition” were positively and significantly correlated with the PDI total score. Conclusion: The PDI can be a reliable tool to assess patients’ dignity perception in a psychiatric setting, which suggests that both social and clinical severe conditions are closely related to dignity loss

The Role of Emotional Aspects on Arithmetic Word Problem-Solving in Primary School Children

Previous studies found emotional factors, such as math anxiety, to be consistently related to students’ poor math performance. However, less is known about the link between math anxiety and children’s arithmetic word problem-solving achievement. A construct that seems to be associated with anxiety is the perceived task difficulty: judgments of difficulty may arouse feelings of worry which negatively impact students’ performance. In this presentation, data on the contributions of math anxiety and perceived task difficulty to arithmetic word problem-solving performance among primary school students will be reported. Fifth graders were administered a math anxiety scale, an arithmetic word problem task and a task evaluating the perception of problems’ difficulty. In particular, the arithmetic problem-solving task included compare problems which contain a relational term (e.g., more than and less than) that compares the value of two variables. Results revealed that math anxiety significantly predicted students’ problem-solving achievement and it completely mediated the relationship between perceived task difficulty and problem-solving performance. Moreover, a gender difference in math anxiety was found. Theoretical and practical implications of the findings will be discussed