Growth Mindset as a Predictor of Smoking Cessation

This study examines motivations to quit smoking within the theoretical context of self-theories (Dweck, 2000). It investigates whether self-theories play a significant predictive role in motivating adults to quit smoking. A convenience sample of 197 adult current smokers and ex-smokers in northeast Ohio completed on line or paper versions of the Smoking Questionnaire, an instrument which included the 6-item Fagerstrom Test of Nicotine Dependence, 3- items from the Self-Theory of Intelligence Self-Form for Adults, and 23 items constructed by the researcher. Descriptive analysis indicate that the sample was 66 female, 77 white, 83 college educated, and of varied ages and incomes. Stepwise logistic regression analysis reveal 4 predictors of smoking cessation success: self-theory of smoking, the presence of other smokers in the household, annual household income, and strength of intention (motivation) to stop smoking. Logistic regression analysis also indicate that self-theory of smoking and perceived helpfulness of nicotine replacement therapy are statistically significantly predictive of strength of intention (motivation) to stop smoking. Self-theory of intelligence was not a significant predictor of smoking cessation motivation or behavior. Data indicate that self-theory of smoking and self-theory of intelligence are independent and domain specific in this sample. This research indicates that self-theories play a significant role in smoking cessation and that self-theories of smoking are as potent as nicotine replacement therapy in motivating individuals to stop smoking. This research has important implications for cessation program planners and health educators and many implications for additional research on the role of self-theories in health behavior chang

Neuropsychiatric differences among adolescents with early and late onset conduct, and externalizing and internalizing disorders presenting to a specialist service

Objective: The two papers presented investigate whether disorders in childhood are distinctive in their etiology and development and then extends to broader domains of child and adolescent mental disorders. The first paper focuses on psychiatric illness, neuropsychological and psychosocial dysfunction within the domain of externalizing disorders, examining differences between early and late onset conduct disordered (CD) youth. The second paper examines differences in neuropsychological and psychosocial function between externalizing and internalizing youth. Method: Paper one compares the psychiatric, neuropsychological and psychosocial function of 43 subjects with either childhood-onset or adolescent-onset CD. Paper two examines the neuropsychological and psychosocial function of 148 subjects across the two domains of externalizing and internalizing disorders. Participants were compared with normative scores from control samples in each study. Results: The first study shows differences between childhood-onset and adolescent onset CD youth for verbal learning and memory function, psychosis, childhood maltreatment and violent behavior with childhood onset youth performing worse on these measures. Both childhood and adolescent onset CD youth were impaired in executive function. The second study found significant differences between the externalizing disordered youth and both the internalizing and comorbid youth on executive function, with the externalizing youth exhibiting severe impairment in this area or cognitive function. Conclusion: Childhood onset CD is associated with more severe cognitive impairment, more psychiatric symptoms and childhood adversity than adolescent-onset youth. They were also more likely to commit serious, violent offences. When CD youth were included in a larger externalizing sample and compared with internalizing and comorbid youth, distinctiveness between the domains remained for some cognitive functions, specifically executive function

New teacher development in an urban district : a mixed-method study of a new teacher induction institute as professional development.

Experts attribute the teacher shortage to an increase in population while others cite the retirement of a critical mass of baby boomers who came into teaching in the mid to late twentieth century. Other experts argue that the teaching shortage is due to attrition of teachers new to the field. Job dissatisfaction, disillusionment, poor working conditions, low pay and lack of respect are cited in research as reasons for an exodus from teaching. Numerous reasons have contributed to teachers leaving the field in alarming numbers, resulting in not enough pre-service teachers in supply to fill the current demand for teaching. This study examined the perceived effectiveness of a large urban school district\u27s New Teacher Induction institute by newly hired teachers who attended in 2008-09,2009- 10, and 2010-11. Quantitative and qualitative measures were used to examine if the district\u27s week-long induction program assisted newly hired teachers by providing support. A total of 1270 teachers were invited to participate in an online survey and focus interview groups, with 245 teachers responding to the survey and five focus group participants agreeing to interview. Descriptive statistics were analyzed using constructs of student learning, student needs, critical thinking, and instructional leadership strategies. A factor analysis was performed to look at newly hired teachers\u27 expectations and attitudes about the urban school district-wide new teacher induction program; differences in the perceptions of teachers attending the program across three years; differences in perceptions between traditional certification and alternative certification prepared teachers; and differences in perceptions of inexperienced new teachers and experienced new teachers. The researcher reduced the 28 online survey item responses and qualitative data analysis from five focus group participants to three factors and emergent themes: teacher efficacy, holistic teacher, and teacher leader. An ANOVA was run using demographic data from 190 respondents, with the three new themes as an analysis framework. The results indicated no significance at the p =0.05 level

Neuropsychiatric differences among adolescents with early and late onset conduct, and externalizing and internalizing disorders presenting to a specialist service

Objective: The two papers presented investigate whether disorders in childhood are distinctive in their etiology and development and then extends to broader domains of child and adolescent mental disorders. The first paper focuses on psychiatric illness, neuropsychological and psychosocial dysfunction within the domain of externalizing disorders, examining differences between early and late onset conduct disordered (CD) youth. The second paper examines differences in neuropsychological and psychosocial function between externalizing and internalizing youth. Method: Paper one compares the psychiatric, neuropsychological and psychosocial function of 43 subjects with either childhood-onset or adolescent-onset CD. Paper two examines the neuropsychological and psychosocial function of 148 subjects across the two domains of externalizing and internalizing disorders. Participants were compared with normative scores from control samples in each study. Results: The first study shows differences between childhood-onset and adolescent onset CD youth for verbal learning and memory function, psychosis, childhood maltreatment and violent behavior with childhood onset youth performing worse on these measures. Both childhood and adolescent onset CD youth were impaired in executive function. The second study found significant differences between the externalizing disordered youth and both the internalizing and comorbid youth on executive function, with the externalizing youth exhibiting severe impairment in this area or cognitive function. Conclusion: Childhood onset CD is associated with more severe cognitive impairment, more psychiatric symptoms and childhood adversity than adolescent-onset youth. They were also more likely to commit serious, violent offences. When CD youth were included in a larger externalizing sample and compared with internalizing and comorbid youth, distinctiveness between the domains remained for some cognitive functions, specifically executive function

Ames life science telescience testbed evaluation

Eight surrogate spaceflight mission specialists participated in a real-time evaluation of remote coaching using the Ames Life Science Telescience Testbed facility. This facility consisted of three remotely located nodes: (1) a prototype Space Station glovebox; (2) a ground control station; and (3) a principal investigator's (PI) work area. The major objective of this project was to evaluate the effectiveness of telescience techniques and hardware to support three realistic remote coaching science procedures: plant seed germinator charging, plant sample acquisition and preservation, and remote plant observation with ground coaching. Each scenario was performed by a subject acting as flight mission specialist, interacting with a payload operations manager and a principal investigator expert. All three groups were physically isolated from each other yet linked by duplex audio and color video communication channels and networked computer workstations. Workload ratings were made by the flight and ground crewpersons immediately after completing their assigned tasks. Time to complete each scientific procedural step was recorded automatically. Two expert observers also made performance ratings and various error assessments. The results are presented and discussed

Living at the Friendship House: Findings from the Transition Planning Inventory

A residential initiative, named the Friendship House, was created through advocates focused on helping people with intellectual disabilities live independently in affordable and safe housing on a university campus. The Friendship House is a small residence hall where individuals with intellectual disabilities live side-by-side with similarly aged and same gendered university students. Qualitative finding as in resident reports and observational data provides support that the Friendship House experience has been successful. However, to better equip these residents with intellectual disabilities, it is important to assess the program in terms of post school transition acquisition skills. This study focuses on whether the residents with intellectual disabilities are mastering the skills necessary to live successful lives after high school. Hence, the purpose of this quantitative study is to determine the effect of living in the Friendship House on the acquired transition skills (as measured by the nine Transition Planning Inventory skill sets) on individuals with intellectual disabilities

Integrating Process with Outcome Data in a Randomized Controlled Trial of Sex Education

Integration of process with outcome evaluations has been recommended as a way of addressing some of the criticisms of Randomized Controlled Trials (RCTs) for evaluating social interventions. This is the second of two articles (the first was published in issue 10(4) of this journal) discussing the design, implementation and analysis of a process evaluation as an integral part of the RIPPLE (Randomized Intervention of Pupil Peer-Led sex Education) Study. The methods for integrating process and outcome data are outlined and findings are presented to illustrate how integration of process and outcome data enabled exploration of: 1) variation between schools in the extent and quality of the intervention implemented, and any impact of this on outcomes; 2) the processes by which the intervention might affect outcomes; and 3) the extent to which different subgroups of students or schools may have responded differently to the intervention. The article concludes with a discussion of the methodological issues arising from this attempt at integrating process and outcome evaluations within the design of an RCT

Life course socioeconomic position, depressive symptoms, and cardiovascular disease mortality in the Alameda County Study 1965-2000.

Background: Lower socioeconomic position (SEP) over the life course has been posited as a contributing factor in the development of chronic illnesses, including cardiovascular disease (CVD) and subsequent mortality (CVDM). Lower SEP has also been shown to be associated with an increased risk of mental health problems, such as multiple depressive symptoms (MDS). The ways in which SEP has been measured have varied, but examination of the variability in associations of measures based on a single SEP indicator such as household income (HI) with health outcomes is limited, especially within gender. Methods: Data from the Alameda County Study was used to study the relationships of interest. Using three measures of HI to capture SEP- HI in 1994 (HI94), average HI (AHI), and HI trajectory groups (HITG), associations between each HI measure and CVDM (Chapter 2) and MDS (Chapter 3) were studied. Chapter 4 examined cumulative socioeconomic disadvantage (CSD) based on HI, education, father’s education, and father’s occupation in relation to CVDM. Results: Chapter 2 analyses suggested inverse associations between lower quartiles of HI94 and the hazards of CVDM among men, and between higher AHI and the hazards of CVDM among women. In chapter 3, results showed inverse associations between quartiles of HI94 and AHI, lower HITG, HI94 and AHI with the odds of MDS for men. Associations were of greatest magnitude for HITG and HI94 compared to the quartile measures and AHI, respectively. Among women, those in the lowest HITG had increased odds of MDS. Chapter 4 analyses revealed that being most disadvantaged was associated with increased hazards of CVDM among women but not men. Associations were of greatest magnitude for CSD scores that included HITG. Conclusions: Men and women with higher SEP or lower CSD were less likely to experience CVDM or MDS, but the magnitude of these associations varied with changes in the HI measure utilized. These results show the need to consider gender-specific SEP measures, as well as to carefully select the SEP measures as the associations with different health outcomes may vary dependent upon the specific measure examined.Ph.D.Epidemiological ScienceUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/77881/1/vickij_1.pd