Exploring the roles of academic, personal, and cultural demands and resources in immigrant students' motivation, engagement, and achievement

Background The present investigation applied the academic and cultural demands-resources (ACD-R) framework to better understand the academic development of immigrant high school students. Aims Analyses sought to test the hypothesized contribution of academic demands (e.g., learning-disrupted teaching) and resources (e.g., autonomy-supportive teaching), personal demands (e.g., fear of failure) and resources (e.g., adaptability), and cultural demands (e.g., discrimination) and resources (e.g., cultural confidence) in predicting motivation (self-efficacy, valuing)—and, in turn, the extent to which motivation predicted academic outcomes in the forms of engagement (persistence, non-attendance) and performance (achievement). Sample Drawing on PISA (2018) data, the sample comprised 4886 immigrant students: 3329 from Australia and 1557 from New Zealand. Method Confirmatory factor analysis (CFA) was first conducted to ascertain the psychometric properties of the study's measures and then the central analyses employed structural equation modelling (SEM) to test hypothesized paths. Results After demonstrating good CFA fit, SEM revealed that particularly salient (at p < 0.001) demand and resource predictors of motivation were: warmth-supportive teaching (positively), fear of failure (negatively), adaptability (positively), discrimination (negatively), cultural communication skills (positively), and cultural confidence (positively). Also, self-efficacy and valuing significantly predicted persistence (positively) and non-attendance (negatively), while self-efficacy also significantly predicted achievement (positively). Conclusions The hypothesized ACD-R process is a viable means to understand immigrant students’ academic experience and to offer some fruitful direction for supporting their academic development

The role of health demands, health resources, and adaptability in psychological strain and life satisfaction

The present study harnessed job demands-resources theory to identify key predictors of psychological strain (feeling overwhelmed by one's problems) and life satisfaction among a sample of 1060 adults randomly selected from the Australian electoral roll. The investigation sought to ascertain: (a) the relative contribution of health demands (e.g., inadequate health treatment) and health resources (e.g., access to helpful health-related information) in predicting psychological strain and life satisfaction, (b) the extent to which a recently proposed personal resource—adaptability—explained variance in wellbeing beyond individuals' health demands and resources, and (c) the role of psychological strain in predicting life satisfaction in the context of these demands and resources. Applying structural equation modelling we found that contextual health demands predicted greater psychological strain, individual health resources and adaptability both predicted lower psychological strain and greater life satisfaction, and psychological strain predicted lower life satisfaction. Notably, the adverse effects of health demands reduced significantly when health resources and adaptability were entered into the modelling. Taken together, the findings offer support for a health demands-resources framework that may be applied to better support individuals to respond to the stressors in their lives and in turn boost their sense of subjective wellbeing

Thriving on Challenge: Examining One Teacher’s View on Sources of Support for Motivation and Well-Being

Alarmingly high rates of teacher attrition exist in contexts designed for students with considerable needs, such as in alternative education programs serving marginalized youth. Research has linked teachers’ levels of motivation and well-being to their effectiveness and retention. Consequently, we explore what distinguishes teachers who thrive in contexts others find taxing. Specifically, we investigate whether and how their motivation and well-being support their teaching effectiveness. As part of a larger case study of an alternative education program for youth who haven’t found success in mainstream schools, this article reports a semi-structured interview asking whether and how one teacher’s perceived autonomy, belonging, and competence support other facets of his motivation (e.g., teaching efficacy) and his well-being (i.e., constructive responses to potentially stressful events.) Plentiful evidence was found to link our researcher-derived constructs from self-determination theory to the teacher’s professional experiences in general, and to his work with youth in particular, indicating that our conceptual framework is an authentic representation of his experience. Implications for theory and research are discussed

Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity

Conflation over motivation and engagement has historically impeded research and practice. One reason for this is because definition and measurement have often been too general or diffuse—especially in the case of engagement. Recently conceptual advances aimed at disentangling facets of engagement and motivation have highlighted a need for better psychometric precision—particularly in the case of engagement. To the extent that engagement is inadequately assessed, motivation research involving engagement continues to be hampered. The present study investigates multidimensional effort (a specific facet of engagement) and how it relates to motivation. In particular, we examine the associations between specific positive and negative motivation factors and dimensions of effort, thereby shedding further insight into how different types of motivation interplay with different types of engagement. Drawing on data from a sample of 946 Australian high school students in 59 mathematics classrooms at five schools, this study hypothesized a tripartite model of academic effort in terms of operative, cognitive, and social–emotional dimensions. A novel nine-item self-report Effort Scale measuring each of the three factors was developed and tested for internal and external validity—including its relationship with multidimensional motivation. Multilevel confirmatory factor analyses were conducted to test the factor structure and validity of multidimensional effort. Additionally, doubly-latent multilevel structural equation models were conducted to explore the hypothesized motivation → engagement (effort) process, and the role of student- and classroom-level background attributes as predictors of both motivation and effort. Results supported the hypothesized model of tripartite effort and its distinctiveness from motivation, and showed that key dimensions of motivation predicted effort at student- and classroom-levels. This study provides implications and suggestions for future motivation research and theorizing by (1) establishing evidence for the validity of a novel engagement framework (multidimensional effort), and (2) supporting future measurement and practice in academic engagement juxtaposed with multidimensional motivation—critical for better understanding engagement, and motivation itself

The fibromyalgia syndrome

The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes

The colonial ascidian Didemnum sp. A: Current distribution, basic biology and potential threat to marine communities of the northeast and west coasts of North America

Author Posting. © The Author(s), 2006. This is the author's version of the work. It is posted here by permission of Elsevier B.V. for personal use, not for redistribution. The definitive version was published in Journal of Experimental Marine Biology and Ecology 342 (2007): 99-108, doi:10.1016/j.jembe.2006.10.020.Didemnum sp. A is a colonial ascidian with rapidly expanding populations on the east and west coasts of North America. The origin of Didemum sp. A is unknown. Populations were first observed on the northeast coast of the U.S. in the late 1980s and on the west coast during the 1990s. It is currently undergoing a massive population explosion and is now a dominant member of many subtidal communities on both coasts. To determine Didemnum sp. A’s current distribution, we conducted surveys from Maine to Virginia on the east coast and from British Columbia to southern California on the west coast of the U.S. between 1998 and 2005. In nearshore locations Didemnum sp. A currently ranges from Eastport, Maine to Shinnecock Bay, New York on the east coast. On the west coast it has been recorded from Humboldt Bay to Port San Luis in California, several sites in Puget Sound, Washington, including a heavily fouled mussel culture facility, and several sites in southwestern British Columbia on and adjacent to oyster and mussel farms. The species also occurs at deeper subtidal sites (up to 81 m) off New England, including Georges, Stellwagen and Tillies Banks. On Georges Bank numerous sites within a 147 km2 area are 50-90% covered by Didemnum sp. A; large colonies cement the pebble gravel into nearly solid mats that may smother infaunal organisms. These observations suggest that Didemnum sp. A has the potential to alter marine communities and affect economically important activities such as fishing and aquaculture.Funding for this project was provided by EPA (STAR) grant GZ1910464 to R.B. Whitlatch, NSF-DGE 0114432 to J. Byrnes, NSF-OCE 0117839 to R. Etter and R.J. Miller, MIT Sea Grant NA86RG0074 and USEPA Grant GX83055701-0 to J. Pederson. RI Sea Grant NA07R90363 to J.S. Collie. Funding for A.N. Cohen and G. Lambert was provided by Mass. Sea Grant, U.S. EPA, Smithsonian Envl. Research Center Invasions Lab, Natl. Geographic Soc., San Francisco Bay-Delta Science Consortium and CALFED Science Program, Calif. Coastal Conservancy and the Rose Foundation. Additional funding and support was provided by the Stellwagen Bank National Marine Sanctuary

The safety profile of a cationic lipid-mediated cystic fibrosis gene transfer agent following repeated monthly aerosol administration to sheep

Clinically effective gene therapy for Cystic Fibrosis has been a goal for over 20 years. A plasmid vector (pGM169) that generates persistent expression and reduced host inflammatory responses in mice has raised prospects for translation to the clinic. The UK CF Gene Therapy Consortium is currently evaluating long-term repeated delivery of pGM169 complexed with the cationic lipid GL67A in a large Multidose Trial. This regulatory-compliant evaluation of aerosol administration of nine doses of pGM169/GL67A at monthly intervals, to the sheep lung, was performed in preparation for the Multidose Trial. All sheep tolerated treatment well with no adverse effects on haematology, serum chemistry, lung function or histopathology. Acute responses were observed in relation to bronchoalveolar cellularity comprising increased neutrophils and macrophage numbers 1 day post-delivery but these increases were transient and returned to baseline. Importantly there was no cumulative inflammatory effect or lung remodelling with successive doses. Molecular analysis confirmed delivery of pGM169 DNA to the airways and pGM169-specific mRNA was detected in bronchial brushing samples at day 1 following doses 1, 5 and 9. In conclusion, nine doses of pGM169/GL67A were well tolerated with no significant evidence of toxicity that would preclude adoption of a similar strategy in CF patients

Retreatment for hepatitis C virus direct-acting antiviral therapy virological failure in primary and tertiary settings: The REACH-C cohort

Virological failure occurs in a small proportion of people treated for hepatitis C virus (HCV) with direct-acting antiviral (DAA) therapies. This study assessed retreatment for virological failure in a large real-world cohort. REACH-C is an Australian observational study (n = 10,843) evaluating treatment outcomes of sequential DAA initiations across 33 health services between March 2016 to June 2019. Virological failure retreatment data were collected until October 2020. Of 408 people with virological failure (81% male; median age 53; 38% cirrhosis; 56% genotype 3), 213 (54%) were retreated once; 15 were retreated twice. A range of genotype specific and pangenotypic DAAs were used to retreat virological failure in primary (n = 56) and tertiary (n = 157) settings. Following sofosbuvir/velpatasvir/voxilaprevir availability in 2019, the proportion retreated in primary care increased from 21% to 40% and median time to retreatment initiation declined from 294 to 152 days. Per protocol (PP) sustained virological response (SVR12) was similar for people retreated in primary and tertiary settings (80% vs 81%; p = 1.000). In regression analysis, sofosbuvir/velpatasvir/voxilaprevir (vs. other regimens) significantly decreased likelihood of second virological failure (PP SVR12 88% vs. 77%; adjusted odds ratio [AOR] 0.29; 95%CI 0.11–0.81); cirrhosis increased likelihood (PP SVR12 69% vs. 91%; AOR 4.26; 95%CI 1.64–11.09). Indigenous Australians had lower likelihood of retreatment initiation (AOR 0.36; 95%CI 0.15–0.81). Treatment setting and prescriber type were not associated with retreatment initiation or outcome. Virological failure can be effectively retreated in primary care. Expanded access to simplified retreatment regimens through decentralized models may increase retreatment uptake and reduce HCV-related mortality