HOW DOES CHILDHOOD MALTREATMENT RELATE TO EMOTION REGULATION AND ACADEMIC RESILIENCE AMONG COLLEGE STUDENTS

Research reports that children who are exposed to maltreatment are more likely to experience adverse effects; however, also shows strengths in resiliency. Child maltreatment is defined as any act(s) by a parent(s) or caregiver(s), resulting in harm, threat of harm to a child, including physical, sexual, psychological, neglect, or failure of supervision. The focus of this study was to investigate how childhood maltreatment, emotion regulation and resilience interact with each other in an academic setting, using self-report measures. It was predicted that elevated levels of childhood maltreatment would be associated with academic resilience. It was hypothesized that emotion dysregulation would be correlated with both maltreatment and academic resilience and, thus, serve as a mediator in the pathway. The study had a total of 124 students voluntarily participate by answering survey items from the Childhood Trauma, Difficulties in Emotion Regulation, and Academic Resilience Scale, during the Fall 2022 semester. Findings demonstrated significant correlations. Higher scores of maltreatment were predictive of lower scores of academic resilience on all scales. Maltreatment histories correlated positively with all aspects of emotion dysregulation. Among the relationships, difficulties commonly found with emotion dysregulation predicted controlling negative emotions in hypothetical academic failure situations. Emotion dysregulation fully mediated the pathways between a history of emotional abuse and academic resilience (both controlling negative emotions and perseverance). These results suggest strongly that students with a history of childhood maltreatment likely suffer from emotion dysregulation, which correlates to academic struggle and are in need of additional support systems to mitigate the disadvantage

HOW DOES CHILDHOOD MALTREATMENT RELATE TO EMOTION REGULATION AND ACADEMIC RESILIENCE AMONG COLLEGE STUDENTS

Empirical research reports that children who are exposed to maltreatment are more likely to experience adverse effects in life endeavors; however, research has also shown strengths in the form of resiliency. Currently, relationships between childhood maltreatment, emotion regulation and resilience in an academic setting are under-researched. Child maltreatment has serious implications and is defined as any act(s) by a parent(s) or caregiver(s), resulting in harm, threat of harm to a child, including physical, sexual, psychological, neglect, or failure of supervision. The focus of this study was to investigate how childhood maltreatment, emotion regulation and resilience interact with each other in an academic setting, at the University of Northern Colorado, using well-known, self-report measures. It was predicted that elevated levels of childhood maltreatment would be associated with the main outcome of interest, academic resilience. It was hypothesized that emotion dysregulation would be correlated with both maltreatment and academic resilience and, thus, serve as a mediator in the pathway. This information would be useful in determining what methods could be put into practice to increase college success overall, but particularly for students who experienced histories of childhood maltreatment. The study had a total of 124 students voluntarily participate by answering survey items from the Childhood Trauma Questionnaire (CTQ), Difficulties in Emotion Regulation (DERS (Difficulties in Emotion Regulation Scale)) and Academic Resilience Scale (ARS-30), during the Fall 2022 school semester. Findings demonstrated significant correlations as predicted. Higher scores of childhood maltreatment were predictive of lower scores of academic resilience on all three scales. Child Maltreatment histories correlated positively with all aspects of emotion dysregulation. Interestingly, among the relationships, difficulties commonly found with emotion dysregulation predicted controlling negative emotions in hypothetical academic failure situations. Emotion dysregulation fully mediated the pathways between a history of emotional abuse and academic resilience (both controlling negative emotions and perseverance). These results suggest strongly that students with a history of childhood maltreatment likely suffer from emotion dysregulation, which correlates to academic struggle and are in need of additional support systems to mitigate the disadvantage

Gestión logística y desempeño laboral en las oficinas de la Municipalidad de Nuevo Chimbote, Ancash

En el contexto coyuntural de la actualidad los sectores laborales públicos se han ido modificando, en ese sentido se planificó la presente investigación, cuyo objetivo fue determinar la conexión entre Gestión de Logística y el Desempeño Laboral en las oficinas de la Municipalidad Distrital de Nuevo Chimbote, para lo mencionado se utilizó la metodología de enfoque cuantitativo, con un tipo básico, además fue no experimental y correlacional, la muestra de 40 personas se obtuvo de la oficinas de la Municipalidad Distrital de Nuevo Chimbote, además se hizo uso de la encuesta a través de cuestionarios, con preguntas medidas con escala de Likert, como parte del instrumento de recolección de información, los resultados demostraron la relación entre las variables del nivel inferencial, mediante el análisis de Rho de Spearman, que dentro de sus márgenes, se evidenció que tiene un resultado promedio de 0.6260, la cual indicó que la relación entre ambas variables es de correlación positiva, lo que coincidió con muchos otros autores, por lo tanto la conclusión fue que la gestión logística no se logra sin la eficiencia y eficacia del desempeño laboral del personal, el cual debe tener motivación y capacitación constante

Expanding Access to College-Level Courses

Colleges throughout the United States are evaluating the strategies used to decide whether students should be placed into college-level or developmental education courses. Usually, colleges use standardized placement tests to determine if students need developmental, or remedial, courses, which are designed to develop the reading, writing, or math skills of students deemed underprepared for college-level courses. However, increasing numbers of colleges are using multiple measures—including additional types of placement tests, high school transcripts, and evaluations of student motivation—to place students. There is no single, correct way to design and implement multiple measures assessments (MMA) to improve course placements. Colleges must decide what measures to include and how to combine them. This study was developed to add to the field's understanding about the implementation, cost, and efficacy of an MMA system using locally determined rules. As part of a randomized controlled trial, the study team evaluated MMA programs and interviewed and observed staff at five colleges in Minnesota and Wisconsin; it also wrote a short case study about one Wisconsin college. Findings The five colleges in the random assignment study targeted all students taking placement tests in the months before the fall 2018 semester. In the four colleges included in the current analysis, 5,282 students participated in the study; of these, 3,677 were tested for English, and 4,487 were tested for math. The findings suggest that while implementation (especially automation) was not easy, it was possible; and using the new MMA systems became much easier once they were established. Regarding the quantitative findings, in the first semester: As intended, colleges used MMA to place program group students in their courses, with few exceptions. As a result, more program group students than control group students were referred to college-level gatekeeper courses, by 15 to 17 percentage points. Program group students in the full sample also enrolled in more college-level gatekeeper courses than control group students (4.7 percentage points more in English; 3.9 percentage points more in math). Students in the “bump up” zone⁠—those eligible for college-level placement based only on MMA results, not a single standardized placement test—who placed into college-level English because they were in the program group were 28 percentage points more likely to have completed the gatekeeper English course by the end of their first college semester than their control group counterparts. Students in the “bump up” zone who placed into college-level math were 12 percentage points more likely to have completed the gatekeeper math course by the end of their first college semester than their control group counterparts. The next and final report will present an analysis of transcript outcomes from three semesters of follow-up and will add two more cohorts to the research sample