“Listen, did you hear…?” A structural equation model explaining online information sharing on the risks of nanotechnology in food

In order to encourage consumer informed decision making, it is in the interest of risk communicators in the food industry and authorities to facilitate consumer risk information sharing. Focusing on the risks of nanotechnology in food products, this study aimed to develop and test a model that describes the processes that result in the online sharing of risk information on food products. The model was based on the Theory of Planned Behaviour, the Risk Information Seeking and Processing model and the broader risk perception and communication literature. A cross-sectional online survey has been carried out among a representative sample of adults > 18 years of age in the Netherlands (n = 511). Attitude, self-efficacy, and injunctive and descriptive subjective norms in relation to information sharing were measured, as were information need, information seeking, trust, risk perception and anxiety in relation to the application of nanotechnology in food products. Structural equation modelling (SEM) was applied to test the determinants of information sharing behaviour, and their relationships. Results showed that the intention to share information about the risks of nanotechnology in food online was medium-low. The hypothesized model as a whole fitted the data and nine of the fourteen path coefficients were highly significant. Results showed injunctive norms to be the main determinant of information sharing. Attitude and information seeking also contributed to the explanation of the variance in information sharing. Results are put into the perspective of relevant theoretical viewpoints and empirical findings. Implications for food risk communication and the facilitation of informed decision making are discussed

Study delay during emergency remote teaching among students at Dutch universities:the role of students’ education satisfaction and academic wellbeing

This study investigated whether the amount of emergency remote teaching (ERT) was negatively associated with students’ academic performance in terms of study delay and explored whether this association was mediated by study-related experiences, i.e. students’ education satisfaction and subsequently academic wellbeing (academic burnout and academic engagement). The study was conducted during the academic year 2020/2021 and 680 students from all conventional Dutch universities participated. The amount of ERT and study-related experiences were measured at three time points throughout the academic year and the respective scores were averaged for data analysis. Study delay was assessed at the end of the academic year (last time point). The hypothesised model was tested using path analysis. A higher amount of ERT was associated with a higher risk of study delay and this association was mediated by study-related experiences in two ways. First, a higher amount of ERT was related to lower education satisfaction, which in turn increased the risk of study delay. Second, a higher amount of ERT was related to lower education satisfaction, which in turn was associated with lower academic wellbeing, i.e. more academic burnout and less academic engagement, which in turn increased the risk of study delay. The findings suggest that education satisfaction and academic wellbeing are mechanisms underlying the detrimental effect of ERT on study performance, with education satisfaction playing a central role. To avoid students incurring study delay, universities are advised to implement ERT and online education in general in such a way that students’ education satisfaction gets preserved

Study demands and resources affect academic well-being and life satisfaction of undergraduate medical students in the Netherlands

IntroductionMedical students report poor academic well-being in a context of high study demands. Study Demands–Resources theories have outlined mediating processes involving high study demands and low resources to mitigate academic well-being, which is subsequently associated with diminished overall well-being (i.e. life satisfaction). Furthermore, academic well-being and life satisfaction are also affected by interactions between study demands and resources (referred to as moderating processes). However, these mediating and moderating processes clarifying medical students' well-being still need to be investigated. Therefore, this study investigated the mediating role of academic well-being in the associations of study demands and resources with life satisfaction and the moderating role of study demands and resources in relation to academic well-being and life satisfaction among undergraduate medical students.MethodsIn this cross-sectional survey study, 372 undergraduates from Dutch medical schools participated. The survey included the Study Demands–Resources Scale (workload, growth opportunities and peer support) as well as questionnaires on academic well-being (Utrecht Burnout Scale for students and Utrecht Work Engagement Scale-Student Form) and overall well-being (single item on life satisfaction). Based on Study Demands–Resources theories, (moderated) mediation analyses were performed.ResultsMediating processes were found as growth opportunities were indirectly associated with higher life satisfaction through lower academic burnout and higher academic engagement. Furthermore, workload was indirectly associated with lower life satisfaction through higher academic burnout. This association was moderated as it became weaker with more perceived peer support.DiscussionA high workload and limited growth opportunities are associated with suboptimal academic well-being and life satisfaction. Perceiving support from peer students slightly buffers the unfavourable effect of workload on academic burnout and subsequently life satisfaction. To promote academic well-being and life satisfaction in medical students, universities can consider to reduce the workload, to create a supportive learning environment and to offer development opportunities

Study demands and resources affect academic well-being and life satisfaction of undergraduate medical students in the Netherlands

IntroductionMedical students report poor academic well-being in a context of high study demands. Study Demands–Resources theories have outlined mediating processes involving high study demands and low resources to mitigate academic well-being, which is subsequently associated with diminished overall well-being (i.e. life satisfaction). Furthermore, academic well-being and life satisfaction are also affected by interactions between study demands and resources (referred to as moderating processes). However, these mediating and moderating processes clarifying medical students' well-being still need to be investigated. Therefore, this study investigated the mediating role of academic well-being in the associations of study demands and resources with life satisfaction and the moderating role of study demands and resources in relation to academic well-being and life satisfaction among undergraduate medical students.MethodsIn this cross-sectional survey study, 372 undergraduates from Dutch medical schools participated. The survey included the Study Demands–Resources Scale (workload, growth opportunities and peer support) as well as questionnaires on academic well-being (Utrecht Burnout Scale for students and Utrecht Work Engagement Scale-Student Form) and overall well-being (single item on life satisfaction). Based on Study Demands–Resources theories, (moderated) mediation analyses were performed.ResultsMediating processes were found as growth opportunities were indirectly associated with higher life satisfaction through lower academic burnout and higher academic engagement. Furthermore, workload was indirectly associated with lower life satisfaction through higher academic burnout. This association was moderated as it became weaker with more perceived peer support.DiscussionA high workload and limited growth opportunities are associated with suboptimal academic well-being and life satisfaction. Perceiving support from peer students slightly buffers the unfavourable effect of workload on academic burnout and subsequently life satisfaction. To promote academic well-being and life satisfaction in medical students, universities can consider to reduce the workload, to create a supportive learning environment and to offer development opportunities

Confronting Co-workers: Role Models, Attitudes, Expectations, and Perceived Behavioral Control as Predictors of Employee Voice in the Military

Speaking up and confronting co-workers when they behave undesirably is important for the well-being of the personnel and organizational performance. In some organizations, a culture of silence prevails, however. Although a number of organizational environments are particularly receptive to employee voice, others are less open to voice behavior, which gives rise to a risk of undesirable behavior. Direct communication (voice) can reduce this enhanced risk. In this study, we used the Theory of Planned Behavior to examine the extent to which attitude, social norm and perceived behavioral control determine voice in hierarchical contexts, which, in general, tend to inhibit voice behavior. For this purpose, a survey study was conducted among military and civilian personnel of the Netherlands Ministry of Defense (n = 374). Results showed that employee voice is rather high, regardless of rank, position or gender. Structural equation modeling showed that voice was significantly predicted by perceived behavioral control and injunctive norms (i.e., what is considered to be normal in a certain working-environment). Contrary to expectations, voice was not predicted by attitude and descriptive social norms (i.e., what people see that others are doing in this respect). Stimulating confronting skills and creating a climate in which speaking up is perceived as normal may be beneficial for organizations in general and hierarchical organizations in particular

Cognitive functioning in glioblastoma patients during radiotherapy and temozolomide treatment: initial findings

The aim of this study was to evaluate cognitive functioning in newly-diagnosed glioblastoma multiforme (GBM) patients during treatment with radiotherapy (RT) plus concomitant and adjuvant temozolomide (TMZ). Cognitive assessment took place following surgery, but prior to the start of RT (baseline), after 6 weeks of RT and concomitant TMZ (1st follow-up), and after three cycles of adjuvant TMZ (2nd follow-up). Standardized cognitive summary measures and delta scores for six cognitive domains were calculated at the individual level. Cognitive functioning of progression-free GBM patients was compared to that of matched healthy controls. Analyses were performed on a group of 13 GBM patients that were progression-free during follow-up. The results showed that the majority of patients had deficits in multiple cognitive domains at baseline. Between baseline and 1st follow-up, four patients improved in one cognitive domain, four patients deteriorated in one domain, one patient improved in one domain and deteriorated in another, and four patients remained stable in all six domains. Between 1st and 2nd follow-up, the majority of patients (11) remained stable in all six cognitive domains, whereas one patient declined in one domain, and one patient showed a deterioration in two domains. Overall, between baseline and 2nd follow-up, three patients improved in one cognitive domain, two patients deteriorated in two domains, one patient improved in one domain and deteriorated in another, and seven patients remained stable in all six cognitive domains. In conclusion, preceding treatment, the majority of GBM patients show clear-cut deficits in cognitive functioning. In the course of the first 6 months of their disease, however, progression-free GBM patients undergoing radiotherapy plus concomitant and adjuvant temozolomide treatment do not deteriorate in cognitive functioning

Becoming productive 21st century citizens: A systematic review uncovering design principles for integrating community service learning into higher education courses

Background: To prepare students to become productive 21st century citizens, universities have to be more engaged with society. Shifting towards community service learning (CSL) enables students to participate in, and reflect on, services that both benefit the public and also contribute to their own learning. There has been considerable research conducted on the improved student competencies, both academic and personal, resulting from CSL. There is, however, no consensus on how to integrate CSL into courses successfully, owing to the diverse contextual factors that influence implementation. Purpose: By means of conducting a review, this study aimed to establish general design principles to help guide course coordinators in implementing CSL in their academic courses. Design and methods: A systematic review was conducted of articles describing the implementation of CSL in academic courses within various disciplines. Implementation elements and principles were extracted from the articles and inductively grouped together, thereby identifying various design principles. Findings: Our analysis of the literature highlighted three steps that, according to the literature, are important in the implementation of CSL: (1) aligning course objectives and format; (2) establishing a relationship with the community partner; and (3) defining a reflection and evaluation strategy. We found that the nature of the design principles and specific approaches underlying these implementation steps should depend on the students’ capabilities, which include their pre-CSL experiences. Conclusion: The implementation steps and underlying design principles uncovered by this review may help guide and support course coordinators in their efforts to integrate CSL in their academic courses. The diverse range of design principles makes it possible to acknowledge students’ pre-CSL experiences and, thus, construct appropriate scaffolding, which i

‘McDonald’s Is Good for My Social Life’. Developing Health Promotion Together with Adolescent Girls from Disadvantaged Neighbourhoods in Amsterdam

There is limited knowledge about key factors that enable adolescent girls with a low socioeconomic position (SEP) to adopt a healthy lifestyle. This paper aims to better understand the comp

‘You understand me, right?’.:Health research among the Moroccan community in the Netherlands

Based on a secondary analysis of three qualitative studies, we describe three tensions that arose when conducting health research within the Moroccan community in the Netherlands. Namely, the tension between (1) the need for an informal recruitment approach and preventing participation as a social obligation, (2) building a relationship of trust and breaking taboos and (3) immersing into respondents’ life world and keeping a distant perspective. The current scientific practice provides limited space to align with ethnic minority’s experience that professional and formal institutes have little attention for their perspectives and needs. Research teams, consisting of researchers from different backgrounds, who take time to continuously reflect collectively on the research process are necessary to recognize such tensions and find ways to deal with these tensions