Validation of the mindful coping scale

This is an electronic copy of an article that was originally published by Taylor & Francis as follows: Tharaldsen, K.B. and Bru, E. (2011) Validation of the mindful coping scale. Emotional and Behavioural Difficulties , 16(1), pp. 87-103. For the original article; see http://dx.doi.org/10.1080/13632752.2011.545647.The aim of this research is to develop and validate a self-report measure of mindfulness and coping, the mindful coping scale (MCS). Dimensions of mindful coping were theoretically deduced from mindfulness theory and coping theory. The MCS was empirically evaluated by use of factor analyses, reliability testing and nomological network validation. The study’s participants were high school students from two high schools, covering all streams. Further validation was obtained by correlating the MCS-subscales with an appraisal theory-based measure of coping strategies. Results from factor analyses supported the proposed measurement model and Cronbach’s alphas indicated good internal consistency for the four sub-scales. Furthermore, correlations with instrument for measuring coping were mainly in accordance with our expectations. The above supports the validation of our instrument

Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school

Academic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students’ engagement and achievements do not decline irrevocably. Teacher support for growth mindset (TSGM) is likely to influence students’ mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students (N = 1608) perceived their teachers’ classroom pedagogy as supportive of their growth mindset and students’ growth mindset beliefs. The study’s main purpose was to test a latent structural equation model specifying that perceived TSGM is directly related to students’ growth mindset, directly and indirectly related to academic engagement (behavioral and emotional), and indirectly related to academic achievement. Students’ perceived growth mindset and academic engagement thus served as intermediate variables. The results verified that TSGM was indeed related to growth mindset and academic engagement, the latter both directly and via students’ perceived growth mindset. Furthermore, TSGM was also related to academic achievement via students’ growth mindset and academic engagement. The results suggest that TSGM can facilitate students’ growth mindset and academic engagement and, thereby, achievement in lower secondary school, a period during which students may struggle with academic motivation.publishedVersio

Completion of upper secondary education: Predictions of the psychosocial learning environment and academic achievement

Background Lack of upper secondary school completion (dropout) is a serious concern. Psychosocial factors of the learning environment, such as perceived emotional support from teachers and loneliness among peers remain largely unstudied as predictors of completion. Aims The main aim of this five-year longitudinal study was to investigate whether psychosocial learning environment factors experienced early in upper secondary school contribute to the likelihood of school completion; either directly, or indirectly via academic achievement. Sample Participants were 1241 upper secondary school students in Norway. Methods A longitudinal panel design combining register data and student self-reports was implemented. Register data included GPA from the end of lower secondary school, GPA from the end of first of year of upper secondary school, and upper secondary school completion. Self-reports included perception of emotional support from teachers and loneliness among peers in the first year of upper secondary school. Control variables were gender, study track, and immigrant background. A structural equation model with completion (vs. dropout) as the outcome was estimated in Mplus. Results An indirect positive effect on completion was found for emotional support from teachers, mediated by subsequent academic achievement. A direct negative effect on completion was found for loneliness among peers. Among students with pronounced loneliness, completion rate was 10 percentage points lower than among those reporting no loneliness. Conclusions Loneliness among peers was identified as a substantial risk factor for school dropout. On the other hand, findings indicate that sufficient perceived emotional support from teachers can promote completion.publishedVersio

Investigating the Links of Social-Emotional Competencies: Emotional Well-being and Academic Engagement among Adolescents

This cross-sectional study examined the links of social-emotional competencies (SECs: emotional regulation, relationship skills, and planning of schoolwork) with emotional well-being (EWB) and academic engagement (behavioral and emotional) among 1085 lower secondary school students. A latent structural model was tested using Mplus. The model specified the SECs as the independent variables, EWB as the intermediate variable, and behavioral and emotional engagement as the dependent variables. In line with hypotheses, the SECs showed statistically significant links with EWB; the strongest for emotional regulation. In addition, EWB was significantly associated with both dimensions of academic engagement and planning of schoolwork was directly associated with the engagement variables. The findings support the notion that EWB is linked to academic engagement and that SECs, especially emotional regulation can promote academic engagement via EWB. Yet, skills in planning schoolwork emerged as the SECs with the greatest likely potential for promoting academic engagement among adolescent students.publishedVersio

A methodological framework for capturing relative eyetracking coordinate data to determine gaze patterns and fixations from two or more observers

While physical activity during cancer treatment is found beneficial for breast cancer patients, evidence indicates ambiguous findings concerning effects of scheduled exercise programs on treatment-related symptoms. This study investigated effects of a scheduled home-based exercise intervention in breast cancer patients during adjuvant chemotherapy, on cancer-related fatigue, physical fitness, and activity level. Sixty-seven women were randomized to an exercise intervention group (n=33, performed strength training 3x/week and 30 minutes brisk walking/day) and a control group (n=34, performed their regular physical activity level). Data collection was performed at baseline, at completion of chemotherapy (Post1), and 6-month postchemotherapy (Post2). Exercise levels were slightly higher in the scheduled exercise group than in the control group. In both groups, cancer-related fatigue increased at Post1 but returned to baseline at Post2. Physical fitness and activity levels decreased at Post1 but were significantly improved at Post2. Significant differences between intervention and control groups were not found. The findings suggest that generally recommended physical activity levels are enough to relief cancer-related fatigue and restore physical capacity in breast cancer patients during adjuvant chemotherapy, although one cannot rule out that results reflect diminishing treatment side effects over time

Trajectory subgroups of perceived emotional support from teachers: Associations with change in mastery climate and intentions to quit upper secondary school

The aims of this three-wave longitudinal study were to identify and describe trajectories of perceived emotional support from teachers and investigate whether these trajectories were related to the development of intentions to quit upper secondary school via change in perceived mastery climate. Among 1379 Norwegian upper secondary school students, three trajectory subgroups were identified: stable high (84.9%), decreasing (7.8%), and low increasing (7.3%). The subgroups differed in levels of achievement ambition and academic self-concept. Further, a parallel process latent growth curve model revealed essential associations with change in intentions to quit school. Specifically, students with high probabilities of membership in the decreasing emotional support subgroup appeared to be at particular risk, perceiving a decrease in mastery climate that was related to a worrying development of intentions to quit school. The results are discussed considering the importance of a sustained supportive learning environment for late adolescents.publishedVersio

Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school

This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to structure schoolwork at school and at home were associated with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an Internet-based questionnaire during school hours. Structural equation modeling was used to assess the paths of associations. In the structural model, AEB was treated as an intermediate variable predicted by the other SECs and as a predictor of emotional distress. Perceived relationship skills, emotional regulation, and the ability to structure schoolwork showed moderate to strong associations with AEB. AEB showed a strong association with emotional distress, whereas relationship skills and emotional regulation showed a moderately strong association with emotional distress. The results suggest that all SECs play a role in AEB, whereas high AEB, good perceived ability for emotional regulation, and relationship skills are linked to less emotional distress. Good perceived relationship skills, emotional regulation, and structuring of schoolwork were more strongly related to less emotional distress among females. Moreover, emotional regulation and structuring of schoolwork were more strongly associated with AEB for females. These findings may indicate that these SECs may be more essential to emotional well-being among female adolescent students.publishedVersio

Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school student

This longitudinal study applied latent change score (LCS) modeling to examine individual changes in students’ (N = 1205) academic engagement (behavioral and emotional), social competencies (relationship skills and social awareness), and classroom relationships (emotional support from teachers and collaborative peer relations). Average changes during the first year of lower secondary school were investigated, and an LCS model specifying that individual changes in social competencies are related to individual changes in academic engagement partially via individual changes in classroom relationships was tested. The results indicated an average decline for all variables, particularly emotional engagement. Changes in social competencies were associated with changes in classroom relationships and indirectly with changes in academic engagement via changes in emotional support from teachers. A direct association was found between changes in social awareness and behavioral engagement. The findings reflect that the promotion of social competencies in lower secondary school may foster positive classroom relationships and academic engagement, mainly via perceived social awareness for behavioral engagement or via emotional support from teachers for both dimensions of academic engagement.publishedVersio

"No patient should die of PPH just for the lack of training!" Experiences from multi-professional simulation training on postpartum hemorrhage in northern Tanzania: A qualitative study

Background Postpartum hemorrhage (PPH) is a major cause of maternal morbidity and mortality. In Tanzania, PPH causes 25% of maternal deaths. Skilled attendance is crucial to saving the lives of mothers and their newborns during childbirth. This study is a follow-up after multi-professional simulation training on PPH in northern Tanzania. The purpose was to enhance understanding and gain knowledge of important learning features and outcomes related to multi-professional simulation training on PPH. Methods The study had a descriptive and exploratory design. After the second annual simulation training at two hospitals in northern Tanzania, ten focus group discussions comprising 42 nurse midwives, doctors, and medical attendants, were carried out. A semi-structured interview guide was used during the discussions, which were audio-taped for qualitative content analysis of manifest content. Results The most important findings from the focus group discussions were the importance of team training as learning feature, and the perception of improved ability to use a teamwork approach to PPH. Regardless of profession and job tasks, the informants expressed enhanced self-efficacy and reduced perception of stress. The informants perceived that improved competence enabled them to provide efficient PPH management for improved maternal health. They recommended simulation training to be continued and disseminated. Conclusion Learning features, such as training in teams, skills training, and realistic repeated scenarios with consecutive debriefing for reflective learning, including a systems approach to human error, were crucial for enhanced teamwork. Informants’ confidence levels increased, their stress levels decreased, and they were confident that they offered better maternal services after training.publishedVersio

Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization

Dropout from upper secondary education is a persistent educational problem, particularly among first-generation immigrant youth. This study examined factors associated with intentions to dropout to gain further insight into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants) self-reported intentions to quit school, loneliness, and peer victimization in school showed that first-generation immigrants experienced higher levels of loneliness than native Norwegians. In contrast, there were no differences in the levels of peer victimization and intentions to quit between native Norwegians and first-generation immigrants. However, loneliness showed a significantly stronger association with intentions to quit among first-generation immigrants. The results underscore the importance of tackling first-generation immigrants’ loneliness in school to reduce their intentions to quit upper secondary education and thus potentially improve conditions for school completion.publishedVersio