46 research outputs found

    Validation of the vaccine conspiracy beliefs scale

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    AbstractBackgroundParents’ vaccine attitudes influence their decision regarding child vaccination. To date, no study has evaluated the impact of vaccine conspiracy beliefs on human papillomavirus vaccine acceptance. The authors assessed the validity of a Vaccine Conspiracy Beliefs Scale (VCBS) and determined whether this scale was associated with parents’ willingness to vaccinate their son with the HPV vaccine.MethodsCanadian parents completed a 24-min online survey in 2014. Measures included socio-demographic variables, HPV knowledge, health care provider recommendation, Conspiracy Mentality Questionnaire (CMQ), the seven-item VCBS, and parents’ willingness to vaccinate their son at two price points.ResultsA total of 1427 Canadian parents completed the survey in English (61.2%) or French (38.8%). A Factor Analysis revealed the VCBS is one-dimensional and has high internal consistency (α=0.937). The construct validity of the VCBS was supported by a moderate relationship with the CMQ (r=0.44, p<0.001). Hierarchical regression analyses found the VCBS is negatively related to parents’ willingness to vaccinate their son with the HPV vaccine at both price points (‘free’ or ‘$300â€Č) after controlling for gender, age, household income, education level, HPV knowledge, and health care provider recommendation.ConclusionsThe VCBS is a brief, valid scale that will be useful in further elucidating the correlates of vaccine hesitancy. Future research could use the VCBS to evaluate the impact of vaccine conspiracies beliefs on vaccine uptake and how concerns about vaccination may be challenged and reversed

    Off the track: A profile of non-tenure track faculty at McGill University

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    A survey conducted at McGill University suggests that non-tenure track faculty are a diverse group of highly-qualified individuals whose employment status involves a high degree of uncertainty. In accordance with other Canadian and American studies, the survey also found that a disproportionate number of women occupy non-tenure track as opposed to tenured or tenure track positions. Since the 1980s, North American universities have responded to increasing student enrollments and con- tinued cuts to government funding by appointing significant numbers of faculty to full-time and part-time non-tenure track positions. Due to the precariousness of their employment status, non-tenure track faculty rep- resent an attractive buffer in times of financial restraint. Despite their increasing numbers, however, little is known about the composition and concerns of non-tenure track faculty as a group. This article describes this group at one university and puts into question the structural and power relations that have led to their increased use and abuse.Une étude faite à l'université McGill suggère que le corps enseignant dont le statut ne donne pas accès à la permanence est fortement diversifié et composé d'individus très qualifiés, mais que ce même statut implique une grande incertitude d'emploi. A l'instar des études canadiennes et américaines, cette étude montre également qu'à l'université McGill, un nombre disproportionné de femmes occupent des postes qui ne donnent pas accès à la permanence par opposition à des postes permanents ou qui donnent accès à la permanence. Depuis les années 1980, les universités Nord-américaines ont réagi à l'accroissement de la clientèle étudiante et aux compressions répétées des subventions de l'État en embauchant un nombre important d'enseignants à des postes à temps partiel ou plein temps qui ne donnent pas accès à la permanence. La précarité inhérente à ce statut d'emploi est une solution attrayante en période de restriction budgétaire. Quoique le nombre de postes soit en croissance constante, on connait peu de choses sur la composition de ce groupe et leurs préoccupations à propos de leur statut. Cet article décrit un groupe dans une université et soulève des questions de relations structurales et de pouvoir qui ont mené à accroître et à abuser de cette forme d'emploi

    La théorie du comportement planifié prédit-elle la réussite et l'abandon scolaires chez les étudiants en situation de handicap?

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    Affiche prĂ©sentĂ©e dans le cadre du Colloque de l'ARC, «La relĂšve scientifique et la recherche collĂ©giale : pratiques inspirantes au regard des chercheuses et chercheurs, et enjeux spĂ©cifiques Ă  la formation des Ă©tudiantes et Ă©tudiants», dans le cadre du 84e CongrĂšs de l'Acfas, UniversitĂ© du QuĂ©bec Ă  MontrĂ©al, MontrĂ©al, le 10 mai 2016.À quel point la thĂ©orie du comportement planifiĂ© (TCP) et ses trois Ă©chelles (perception de contrĂŽle sur le comportement, normes subjectives, attitude) peuvent-elles prĂ©dire qui terminera ou abandonnera ses Ă©tudes? C’est la question que nous nous posons dans le cadre de notre Ă©tude longitudinale. Nous avons communiquĂ© avec les Ă©tudiants collĂ©giens et universitaires qui ont participĂ© Ă  l’une de nos Ă©tudes il y a quatre ans afin de leur poser des questions sur leur situation scolaire et leur situation d'emploi. L’échantillon final est de 252 Canadiens en situation de handicap (moyenne d’ñge de 32 ans). Les rĂ©sultats montrent que la TCP a visĂ© juste pour 74 % de nos participants : 77 % ont Ă©tĂ© correctement identifiĂ©s comme des diplĂŽmĂ©s, mais seulement 63 % ont Ă©tĂ© correctement identifiĂ©s comme des personnes qui ont quittĂ© leur programme d’études. En testant diffĂ©rents seuils statistiques, nous avons amĂ©liorĂ© le taux de prĂ©diction du deuxiĂšme groupe Ă  75 %, au dĂ©triment de celui des diplĂŽmĂ©s, dont le taux est tombĂ© Ă  60 %. En conclusion, les rĂ©sultats montrent la pertinence de la TCP et soulignent le fait que les diplĂŽmĂ©s ne forment pas l’exact contraire de ceux qui quittent leur programme d’études. Il faut donc analyser ces deux groupes sĂ©parĂ©ment. Les implications de l’utilisation de diffĂ©rents seuils d’échelle selon l’objectif ciblĂ© ainsi que des Ă©chelles de la TCP en recherche et en pratique seront discutĂ©es

    Contributions of circadian tendencies and behavioral problems to sleep onset problems of children with ADHD

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    BACKGROUND: Children with attention-deficit/hyperactivity disorder (ADHD) are two to three times more likely to experience sleep problems. The purpose of this study is to determine the relative contributions of circadian preferences and behavioral problems to sleep onset problems experienced by children with ADHD and to test for a moderation effect of ADHD diagnosis on the impact of circadian preferences and externalizing problems on sleep onset problems. METHODS: After initial screening, parents of children meeting inclusion criteria documented child bedtime over 4 nights, using a sleep log, and completed questionnaires regarding sleep, ADHD and demographics to assess bedtime routine prior to PSG. On the fifth night of the study, sleep was recorded via ambulatory assessment of sleep architecture in the child’s natural sleep environment employing portable polysomnography equipment. Seventy-five children (26 with ADHD and 49 controls) aged 7–11 years (mean age 8.61 years, SD 1.27 years) participated in the present study. RESULTS: In both groups of children, externalizing problems yielded significant independent contributions to the explained variance in parental reports of bedtime resistance, whereas an evening circadian tendency contributed both to parental reports of sleep onset delay and to PSG-measured sleep-onset latency. No significant interaction effect of behavioral/circadian tendency with ADHD status was evident. CONCLUSIONS: Sleep onset problems in ADHD are related to different etiologies that might require different interventional strategies and can be distinguished using the parental reports on the CSHQ

    Information and Communication Technology for French and English Speaking Postsecondary Students with Disabilities: What are Their Needs and How Well are These Being Met?

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    This study evaluates how well information and communication technology (ICT) related needs of students with various disabilities are met at school, at home, and in e-learning contexts. Results are based on the POSITIVES Scale, a 26 item ob-jective measure of how well the ICT related needs of these students are met. The sample consists of 131 students from French and 1202 students from English lan-guage universities and junior/community colleges with various disabilities from across Canada. Although the results generally show more favourable than unfa-vourable scores, these are affected by the nature of students’ disabilities and by context: home or school. Generally, both groups had similar views about cir-cumstances where their needs were poorly met and about what worked well. The findings suggest that linguistic and policy considerations have an impact on how well the ICT related needs of students with different disabilities are met in differ-ent parts of Canada

    Investigating Canadian parents' HPV vaccine knowledge, attitudes and behaviour: a study protocol for a longitudinal national online survey

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    Introduction Human papillomavirus (HPV), a sexually transmitted infection, can cause anogenital warts and a number of cancers. To prevent morbidity and mortality, three vaccines have been licensed and are recommended by Canada’s National Advisory Committee on Immunisation (for girls since 2007 and boys since 2012). Nevertheless, HPV vaccine coverage in Canada remains suboptimal in many regions. This study will be the first to concurrently examine the correlates of HPV vaccine decision-making in parents of school-aged girls and boys and evaluate changes in parental knowledge, attitudes and behaviours over time. Methods and analysis Using a national, online survey utilising theoretically driven constructs and validated measures, this study will identify HPV vaccine coverage rates and correlates of vaccine decision-making in Canada at two time points (August–September 2016 and June–July 2017). 4606 participants will be recruited to participate in an online survey through a market research and polling firm using email invitations. Data cleaning methods will identify inattentive or unmotivated participants. Ethics and dissemination The study received research ethics board approval from the Research Review Office, Integrated Health and Social Services University Network for West-Central Montreal (CODIM-FLP-16–219). The study will adopt a multimodal approach to disseminate the study’s findings to researchers, clinicians, cancer and immunisation organisations and the public in Canada and internationally

    How well does the theory of planned behavior predict graduation among college and university students with disabilities? /

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    This is the «accepted manuscript version» of the article. The final publication is available at link.springer.comComprend des références bibliographiques

    How well does the theory of planned behavior predict graduation among college and university students with disabilities?

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    This is the «accepted manuscript version» of the article. The final publication is available at link.springer.comComprend des références bibliographiques

    Comment bien utiliser les TIC au collégial : le point de vue des étudiants

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    Sachant que la motivation est au cƓur de l’apprentissage, les auteures de cet article se sont intĂ©ressĂ©es aux technologies de l’information et de la communication (TIC) qui pouvaient augmenter la motivation des Ă©tudiants Ă  s’impliquer dans leurs apprentissages et dans les activitĂ©s proposĂ©es en classe. Les professeurs du collĂ©gial participent de plus en plus au dynamisme du courant TIC en enseignement supĂ©rieur, privilĂ©giant l’utilisation des technologies en classe. D’ailleurs, plusieurs recherches se sont dĂ©jĂ  penchĂ©es sur l’intĂ©gration des TIC Ă  l’enseignement collĂ©gial, mais peu se sont attardĂ©es en profondeur Ă  toute la complexitĂ© pĂ©dagogique qu’elle implique. Cette complexitĂ© dĂ©coule du fait que la technologie n’est pas utilisĂ©e dans le vide : une intĂ©gration pĂ©dagogique rĂ©ussie des TIC doit s’insĂ©rer dans un cadre respectant certains principes et oĂč les activitĂ©s pĂ©dagogiques impliquant les TIC s’articulent finement Ă  des mĂ©thodes servant des objectifs explicites. Dans une Ă©tude, les auteures ont tentĂ© de mieux comprendre comment favoriser les apprentissages ainsi que la participation des Ă©tudiants par l’utilisation des TIC en classe en s’attardant Ă  la perception qu’ont ceux-ci des diffĂ©rentes technologies et de la maniĂšre dont elles sont mises Ă  profit par leurs professeurs durant la session. L’article expose les grandes lignes de cette recherche en pistant les lecteurs sur les TIC que prĂ©fĂšrent les Ă©tudiants ou sur celles qui semblent avoir un effet positif sur leurs apprentissages, de leur point de vue. Le texte prĂ©sente, par ailleurs, des problĂšmes frĂ©quents associĂ©s aux technologies que les Ă©tudiants ont relevĂ©s et des stratĂ©gies qu’il est possible de mettre en place pour les contrer. Les chercheuses espĂšrent fournir aux professeurs quelques rĂ©flexions quant aux meilleures façons d’intĂ©grer les TIC en classe, en fonction de la perspective Ă©tudiante

    Les perspectives des Ă©tudiants et des professeurs sur l’excellence dans l’utilisation des TIC et du cyberapprentissage au collĂ©gial

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    "Ce document est basĂ© sur le rapport final d’un projet financĂ© par le Fonds de recherche du QuĂ©bec – SociĂ©tĂ© et culture (FRQSC) et son partenaire, le ministĂšre de l’Éducation et de l’Enseignement SupĂ©rieur (MEES) dans le cadre du programme Actions concertĂ©es PersĂ©vĂ©rance et rĂ©ussite scolaires."Comprend un rĂ©sumĂ©, des rĂ©fĂ©rences bibliographiques et des annexe
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