Quality of life and COVID-19 phobia of cancer patients receiving chemotherapy in a state hospital during pandemic: a cross sectional study

Objective: COVID-19 pandemic has become a global public health problem and led to phobia among people. There is also no doubt that the COVID-19 pandemic had a great impact on the quality of people's lives. The goal of this study was to assess the factors that might be affecting the quality of life and COVID-19 phobia of the cancer patients receiving chemotherapy. Materials and Methods: This cross-sectional study was conducted between November 2021 and April 2022 in an outpatient chemotherapy unit within a state hospital in Istanbul. Participants' data was gathered by a questionnaire that had 3 components: participants' characteristics, the COVID-19 phobia scale, and the WHOQOL-BREF scale. Results: The results showed that perceived economic status, education level, having comorbidities, having a caregiver and whom the caregiver had an impact on the Quality of Life, and people who have an acquaintance who died due to COVID-19 had higher COVID-19 phobia total score. Furthermore, it was seen that as the age or COVID-19 phobia total score increased, each component of the Quality of Life score decreased. Conclusions: Quality of life and COVID-19 phobia of cancer patients were observed to be inversely proportional in chemotherapy receiving patients in a state hospital in Istanbul

Predicting seventh grade students' engagement in science by their achievement goals

The aim of this study was to examine how well seventh grade students' engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire. Results from a series of multiple regression analysis revealed that mastery approach goals were significantly and positively related to all aspects of engagement in science. In addition, mastery avoidance goals were found to be positively associated with cognitive engagement. Based on the results, some specific suggestions were made to create learning environments conducive to adoption of mastery approach goals in science classes. © 2015 HKIEd APFSLT