Longitudinal Associations of Perceived Mastery and Constraints With Coping and Their Implications for Functional Health for Aging Adults

The present study examined longitudinal associations of distinct dimensions of perceived control (i.e., perceived mastery and constraints) with approach and avoidance coping relating to functional health for aging adults, which had not been well studied previously. Using data from two waves of Midlife in the United States (N = 4,963, whose mean age was 55.4 [SD = 12.5]), a longitudinal path model was analyzed for direct and indirect effects among perceived mastery and constraints, approach and avoidance coping, and functional limitations. Bidirectional associations were observed between perceived mastery and approach coping and between perceived constraints and avoidance coping. Moreover, perceived constraints not only were directly associated with functional limitations but also mediated the longitudinal associations of the other factors of interest with functional limitations. These findings can inform future research on perceived control and coping in the context of promoting functional health

Psychosocial factors promoting personal growth throughout adulthood

Personal growth is essential in the lives of adults of any age and is associated with a variety of well-being outcomes. Building on previous research on psychosocial factors associated with personal growth, the present study aimed to investigate whether and how psychosocial factors (including working, generativity, positive interpersonal relationships, and spirituality) could affect aging adults’ personal growth longitudinally. Using three waves of Midlife in the United States data from adults with baseline ages of 20–75, two-level hierarchical linear modeling analyses were conducted to examine the effects of psychosocial factors as well as age and gender on levels and trajectories of personal growth over the span of nearly two decades. All the factors predicted levels of personal growth while positive relationships and generativity had larger effects relative to the others. In addition, some of the effects were moderated by baseline age or passage of time (i.e., aging). Particularly, the moderated effects involving positive relations were multifaceted. Among those with less positive relationships, older people’s levels of personal growth remained lower than younger people over time. However, among those with more positive relationships, older people reported lower growth initially but the age difference was no longer confirmed two decades later. In other words, having positive relationships appeared to become increasingly important for aging adults to maintain higher personal growth. These findings suggest shifts in life priorities that could influence personal growth among aging adults, and the implications can be informative for future research and practice

Longitudinal Associations of Conscientiousness and Neuroticism With Perceived Mastery and Constraints for Aging Adults

It has not been well understood how conscientiousness and neuroticism are associated with two related but distinct dimensions of perceived control (i.e., perceived mastery and constraints) among aging adults. The present study examined these associations and their change over time, while addressing whether they differ by age or gender. For respondents aged 50+ at baseline (N = 2,768) in the Midlife in the United States (MIDUS) study, multilevel modeling analyses were conducted to assess how conscientiousness and neuroticism predicted perceived mastery and constraints over 2 decades. As expected, higher conscientiousness and lower neuroticism (for both between- and within-person variability) predicted higher perceived mastery and lower perceived constraints overall. Nuanced findings emerged related to age, gender and change over time for different associations of conscientiousness and neuroticism with the outcomes. These findings can inform future research suggesting directions of further investigations for these complex associations

The view of teachers on bullying and implications for nursing

Objetivo: Compreender o bullying escolar, na perspectiva dos professores, e refletir sobre as possíveis ações da área da saúde em seu enfrentamento. Para tanto, tomaram- se por base as diretrizes do Programa Saúde na Escola, dos Ministérios da Saúde e da Educação. Método: Estudo de caso qualitativo, realizado com professores de uma escola pública de Minas Gerais. Foram utilizados grupos focais na coleta de dados e o material empírico foi decodificado a partir de técnica de análise temática de conteúdo, resultando em uma categoria analítica: concepções e experiências de professores diante do bullying. Resultados: Foram identificadas percepções pontuais sobre o fenômeno e utilização de recursos de intervenção pouco eficazes. No plano interpretativo, problematizaram-se as contribuições da saúde e da enfermagem no redimensionamento das intervenções e no processo de formação continuada dos professores. Conclusão: Os resultados apontam para a construção de práticas intersetoriais para o enfrentamento do bullying.To understand school bullying from the perspective of teachers and reflect about the possible actions of the health area when coping with it. The guidelines of the School Health Program of the Ministries of Health and Education were used to reach that purpose. Method: A qualitative study carried out with teachers of a public school in Minas Gerais. Focus groups were used to collect data and the empirical material was decoded from thematic analysis of content, resulting in an analytical category: conceptions and experiences of teachers on bullying. Results: Specific perceptions about the phenomenon and the use of ineffective intervention resources were identified. In the interpretive plan were problematized the health and nursing contributions with resizing the interventions and the continuing training process of teachers. Conclusion: The results point to the construction of intersectoral practices forcoping with bullying.Objetivo: Comprender el bullying escolar desde la perspectiva de los profesores, y reflexionar sobre las posibles acciones del área de salud en su enfrentamiento. Tomando como base los lineamientos del Programa de Salud Escolar, de los Ministerios de Salud y de Educación. Método: Estudio de caso cualitativo realizado con los profesores de una escuela pública en Minas Gerais. Para la recolección de datos se utilizaron grupos focales y el material empírico fue decodificado a partir de la técnica de análisis temático de contenido, dando lugar a una categoría analítica: concepciones y experiencias de los profesores sobre el acoso escolar. Resultados: Se identificaron percepciones específicas sobre el fenómeno y la utilización de recursos ineficaces de intervención. En el plano interpretativo, se problematizaron las contribuciones de la salud y de la enfermería en el redimensionamiento de las intervenciones y en el proceso de formación continua de los profesores. Conclusión: Los resultados apuntan a la construcción de prácticas intersectoriales para el enfrentamiento del bullying.CIEC - Centro de Investigação em Estudos da Criança, UM (UI 317 da FCT

What Are You Doing Now? Activity-Level Responses and Recall Failures in the American Time Use Survey

Questions about people's pasts are common in many surveys, but memories are error prone. The current research focuses on recall failures in the American Time Use Survey (ATUS). The ATUS most commonly encourages respondents to report all of their activities of the previous day in a forward chronological fashion, from the beginning to the end of the day. Even with a short reference period, the ATUS is prone to recall errors. We explore these errors, taking into account the response process, respondent, and interviewer as possible contributors to a recall failure. Importantly, we posit that the chronological recall of events leads to earlier activities affecting recall of the current activity. Events are more easily recalled when they are more distinct (less frequent) or additional contextual information about the event is available. While research has focused on these characteristics of the target event, the previous event recalled may also provide distinctiveness and context. Results suggest that periods following a more frequent activity are likely to be followed by a failure, although this is modulated by the duration of the event. The presence of others and the location of the event also have significant effects. The elapsed time since the event is also important, with a higher chance of recall failure for more distant activities. Although results highlight the importance of the response level in understanding outcomes, respondent characteristics still matter, as those with apparently lower cognitive ability are more likely to have a failure. Interviewers also contribute to the variance of recall failures, with interview experience not having an apparent effect, while interviewers who make other types of errors, surprisingly, show lower likelihoods of recall failure. The results shed light on the relationship between memory and survey errors and have implications for future survey design

Student engagement as a function of environmental complexity in high school classrooms

The purpose of this study was to investigate the linkage between the quality of the learning environment and the quality of students' experience in seven high school classrooms in six different subject areas. The quality of the learning environment was conceptualized in terms of environmental complexity, or the simultaneous presence of environmental challenge and environmental support. The students (N = 108) in each class participated in the Experience Sampling Method (ESM) measuring their engagement and related experiential variables. Concurrently, environmental complexity and its subdimensions were observed and rated from video with a new observational instrument, The Optimal Learning Environments - Observational Log and Assessment (OLE-OLA). Using two-level HLM regression models, ratings from the OLE-OLA were utilized to predict student engagement and experiential variables as measured by the ESM. Results showed that environmental complexity predicted student engagement and sense of classroom self-esteem. Implications for research, theory and practice are discussed

Performing the high-school prom in the UK: Locating authenticity through practice

The purpose of this study was threefold: to develop an understanding of the appropriation of the US High School Prom in the UK and more importantly to generate an insight into the producers and consumers of such an event; to establish if the performance of the prom is hyper-real or if there is an awareness of the authentic or inauthentic elements of this ritual and finally to ascertain local interpretation of authenticity and glocal practice. The method used here was a qualitative approach employing 24 in-depth interviews with young adults (18-20 years) who had attended a prom in the UK in the last three years. The findings illustrated that the role and the social network of the individual was key to engagement with the High School Prom and also indicated a possible symbiosis of the strands of theory associated with authenticity. Diverse localised meanings of the prom performance were also identified. As the school prom is a growth market in the UK businesses should be aware of adolescents’ desire for ownership of this event and should tailor their marketing accordingly

Individual Differences in Response of Dorsomedial Prefrontal Cortex Predict Daily Social Behavior

The capacity to accurately infer the thoughts and intentions of other people is critical for effective social interaction, and neural activity in dorsomedial prefrontal cortex (dmPFC) has long been linked with the extent to which people engage in mental state attribution. In this study, we combined functional neuroimaging and experience sampling methodologies to test the predictive value of this neural response for daily social behaviors. We found that individuals who displayed greater activity in dmPFC when viewing social scenes spent more time around other people on a daily basis. These findings suggest a specific role for the neural mechanisms that support the capacity to mentalize in guiding individuals toward situations containing valuable social outcomes

Обоснование целесообразности совершенствования системы мотивации управления персоналом в сбытовой деятельности торгового предприятия

Розглянуто основні напрями підвищення ефективності системи мотивації персоналу підприємства. Обґрунтовано необхідність розробки системи мотивації працівників. Запропоновано основні напрями мотивації працівників. Ключові слова: мотивація, система компенсації, система мотивації, нематеріальна мотивація, персонал.Рассмотрены основные направления повышения эффективности системы мотивации персонала предприятия. Обоснована необходимость разработки системы мотивации работников. Предложены основные направления мотивации работников. Ключевые слова: мотивация, система компенсации, система мотивации, нематериальная мотивация, персонал.Motivation of personnel – the way to the success of an enterprise. The necessity of creating workers motivation at a modern enterprise is substantiated. The primary directions of motivating the workers are proposed. Keywords: motivation, system of compensation, system of motivation, non-material motivation, personnel