Student experiences and perceptions of compulsory research projects: a veterinary perspective

Background Although research underpins clinical work, many students training to be clinicians are not inherently interested in developing research skills. Aim To characterise and understand veterinary student experiences and perceptions of compulsory research projects. Methods This was an explanatory sequential mixed-methods study, with a questionnaire survey of an entire cohort informing purposive selection for focus group discussions. Student views were triangulated with staff questionnaire data. Results About a third of the cohort felt that the project had not been worthwhile or had not fostered useful skills. Focus group data analysis identified fragility of motivation and lack of clear schemata for the research process as key themes. Students were easily demotivated by typical research challenges and lack of schemata contributed to a poor understanding of the rationale for the project, encouraging highly extrinsic forms of motivation. Triangulation with staff questionnaire data indicated that staff understood students’ challenges, but were more likely than students to consider it to be a valuable learning experience. Conclusions Findings support ongoing curriculum development and emphasise that, to optimise motivation, engagement and learning, students training to be clinicians need a clear rationale for research, based on development of critical inquiry skills as a core clinical competency

Frame envy in energy policy ideology: a social constructivist framework for wicked energy problems

This article deals with the nexus between energy policymaking and ideology. The article builds and expands upon a theoretical social constructivist analytical strategy, or framework, put forth for the purposes of conducting energy policy analysis. It then addresses criticism that this strategy constitutes “postmodern mush” that has no place in energy analysis before concluding with a review of why social constructivism has a significant role to play in building consensus and enhancing understanding between competing energy policy perspectives. The main contribution made by this paper stems from application of this ontological construct to the analysis of policies targeting wicked energy problems. The study cuts to the core about how energy problems are defined, interpreted, communicated, planned for, and potentially implemented via policy. Put another way, our study offers a timely critique or a call for reconceptualizing the process and practice of energy policy itself

When is identity congruent with the self? A self-determination theory perspective

Within the identity literature, self and identity are often used as interchangeable terms. By contrast, in Self-Determination Theory (SDT; Ryan & Deci, 2003) both terms have a differentiated meaning and it is maintained that identities may vary in the extent to which they are congruent with the basic growth tendencies of the self that are fueled by the basic psychological needs for autonomy, competence, and relatedness. Specifically, the level of congruence between identities and the self is said to depend on (a) the motives underlying one’s identity commitments (i.e., pressure versus volition) and (b) the content of the goals defining one’s identity (i.e., extrinsic versus intrinsic). It is argued in SDT that both the motives and the goals behind one’s identity are important for optimal functioning because of their linkage with basic need satisfaction. This chapter (a) compares the SDT view on identity development with prevailing models of identity formation, and with constructivist models of identity in particular, and (b) reviews research relevant to the idea that identities need to be congruent with the self in order to foster well-being and adjustment

The Distance between the 'Self' and the 'Other' in Children's Digital Books

This conceptual paper contributes towards our understanding of the underlying mechanisms in children’s understanding of self and the other with media. We synthesise diverse bodies of literature, concerned with children’s reading with digital and traditional (print) books, to explicate the parameters that may, in part, explain positive learning outcomes and further illuminate the patterns across various measures. We propose the “Distance Model”, which suggests that a child’s interest in a reading activity depends on its proximity to the child’s funds of identity (Esteban-Guitart & Moll, 2014). The closer the proximity, the more salient the impact on the child’s cognitive understanding and sense of belonging. The familiarity of the reading content and the relevance of the reading medium for a child’s personal life can be evoked through a number of reading strategies and design techniques, which we discuss in relation to children’s literature and the contemporary design of children’s interactive e-books. We conclude with some suggestions regarding future applications of the Distance Model in children’s media research

The Caravan Rolls On

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68409/2/10.1177_107554707900100103.pd

Children’s Initiatives in the Finnish Early Childhood Education Context

Pedagogical practices in early childhood education, which embrace children’s initiatives and agency, have been found to have an effect on children’s learning and competence skills. These initiatives can be seen crucial for children’s well-being and self-motivation. However, children’s initiatives are sometimes considered only as wants and that children are incapable to express meaningful initiatives in educational settings. In this chapter, we introduce children’s initiatives in their educational settings and examine the gap between children’s experiences and teachers’ observations. Children’s initiatives exist in a myriad of ways through the daily practices and processes that nourish motivation to ultimately create meanings through actions. It is essential to focus on children’s participation as it encourages and promotes agency and motivation within early childhood development.Peer reviewe

The Tangibility of Personalized 3D-Printed Feedback May Enhance Youths' Physical Activity Awareness, Goal Setting, and Motivation: Intervention Study

Background: In the United Kingdom, most youth fail to achieve the government guideline of 60 min of moderate to vigorous physical activity (MVPA) daily. Reasons that are frequently cited for the underachievement of this guideline include (1) a lack of awareness of personal physical activity levels (PALs) and (2) a lack of understanding of what activities and different intensities contribute to daily targets of physical activity (PA). Technological advances have enabled novel ways of representing PA data through personalized tangible three-dimensional (3D) models. Objective: The purpose of this study was to investigate the efficacy of 3D-printed models to enhance youth awareness and understanding of and motivation to engage in PA. Methods: A total of 39 primary school children (22 boys; mean age 7.9 [SD 0.3] years) and 58 secondary school adolescents (37 boys; mean age 13.8 [SD 0.3] years) participated in a 7-week fading intervention, whereby participants were given 3D-printed models of their previous week’s objectively assessed PALs at 4 time points. Following the receipt of their 3D model, each participant completed a short semistructured video interview (children, 4.5 [SD 1.2] min; adolescents, 2.2 [SD 0.6] min) to assess their PA awareness, understanding, and motivation. Data were transcribed verbatim and thematically analyzed to enable key emergent themes to be further explored and identified. Results: Analyses revealed that the 3D models enhanced the youths’ awareness of and ability to recall and self-evaluate their PA behaviors. By the end of the study, the youths, irrespective of age, were able to correctly identify and relate to the government’s PA guideline represented on the models, despite their inability to articulate the government's guideline through time and intensity. Following the fourth 3D model, 72% (71/97) of the youths used the models as a goal-setting strategy, further highlighting such models as a motivational tool to promote PA.Conclusions: The results suggest that 3D-printed models of PA enhanced the youths’ awareness of their PA levels and provided a motivational tool for goal setting, potentially offering a unique strategy for future PA promotion