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Introducción: la violencia no es un subproducto inherente de las relaciones humanas, pero los con-flictos sí lo son. En este artículo se examinan los factores y circunstancias que conducen a la tensión y los conflictos entre las personas que buscan atención médica y los establecimientos médicos nepalíes y los miembros del personal que trabajan allí. Desarrollo: embebido con una revisión de la literatura relevante, a través del análisis de datos etnográficos generada a partir de la investigación de campo y el análisis de contenido de la representación de noticias seleccionada, el artículo se desarrolla en cuatro secciones diferentes. La primera parte trata sobre el contexto de las consultas médicas que resultan en el desarrollo de una relación problemática. A esto le sigue el examen de los diferentes tipos de violencia, enfrentamientos y protestas que surgen a través de tales relaciones. En la tercera parte se analizan las implicaciones de las crecientes promesas médicas y el consiguiente aumento de las expectativas, mien-tras que la última parte destaca cómo las prácticas médicas típicas que existen en los propios hospitales nepaleses aumentan la posibilidad de enfrentamientos y violencia. Conclusión: la frecuente ocurrencia de peleas y violencia médica tanto en hospitales públicos como privados en Nepal sugiere que hay una bre-cha de comunicación entre los proveedores de servicios y el paciente debido a la naturaleza esotérica de la medicina. El conflicto y la violencia hacia los proveedores de servicios también pueden prosperar en el contexto de un modelo explicativo diferencial de las dos partes. La creciente animosidad también indica una disminución de la confianza entre los proveedores de atención médica y los solicitantes en Nepal
Introduction: Violence is not an inherent by-product of human relationships, but conflicts are. This arti-cle examines the factors and circumstances that lead to tension and conflicts between health seekers, and their counterpart Nepali medical establishments, and their staff members. Development: The article is divided into four sections by embedding a relevant literature review, analyzing ethnographic data generated from field research, and analyzing the content analysis of selected news portrayals. The first section discusses the context of the medical consultations that lead to the development of a problematic relationship. This is followed by examining the various types of violence, confrontations, and protests that arise from such relationships. The implications of rising medical promises and resulting height-ened expectations are discussed in the third section. The last section focuses on how common medical practices in Nepali hospitals increase the possibility of confrontations and violence. Conclusions: The prevalence of tussles and medical violence in Nepal's public and private hospitals suggests that they can occur in any hospital, regardless of ownership. Because of the esoteric nature of medicine, there is always a communication gap between service providers and patients. Conflict and violence against service providers can thrive in the context of a two-sided differential explanatory model. The growing hostility also indicates a decline in trust between healthcare providers and patients in Nepal
Introdução: a violência não é um subproduto inerente às relações humanas, mas o conflito é. Este artigo examina os fatores e circunstâncias que levam à tensão e ao conflito entre as pessoas que pro-curam cuidados médicos e os estabelecimentos médicos nepaleses e os funcionários que aí trabalham. Desenvolvimento: incorporada a uma revisão da literatura relevante, através da análise de dados etno-gráficos gerados a partir da pesquisa de campo e da análise de conteúdo da representação noticiosa selecionada, o artigo desenvolve-se em quatro seções distintas. A primeira parte trata do contexto das consultas médicas que resultam no desenvolvimento de uma relação problemática. Em seguida, exa-minamos os diferentes tipos de violência, confrontos e protestos que surgem através de tais relações. A parte três discute as implicações das crescentes promessas médicas e o consequente aumento das expectativas, enquanto a última parte destaca como as práticas médicas típicas que existem nos próprios hospitais nepaleses aumentam o potencial de confrontos e violência. Conclusão: a frequente ocorrência de brigas e violência médica em hospitais públicos e privados no Nepal sugere-nos que podem ocorrer em qualquer hospital, independentemente do proprietário. Sempre existe uma lacuna de comunicação entre os prestadores de serviços e o paciente devido à natureza esotérica da medicina. O conflito e a vio-lência contra os prestadores de serviços também podem florescer no contexto de um modelo explicativo diferencial das duas partes. A crescente animosidade também indica um declínio na confiança entre os prestadores de cuidados de saúde e os requerentes no Nepal
Subject(s)
Humans , Violence , NepalABSTRACT
Maintaining long-term stability of patient's condition is crucial in the treatment for bipolar disorder, while accurately assessing the patient's disease status is important and challenging in maintaining treatment. Excessive status expectation is common in patients with bipolar depression, which would warp the patient's perception of his or her own disease status and, thus, ultimately interfere with clinical decisions. Heightened vigilance should be given to such phenomenon. This paper explores the phenomenon and potential mechanisms of excessive status expectation in patients with bipolar disorder, providing ideas for related diagnosis, treatment and research. [Funded by Jiangsu Provincial Science and Technology PProject (number, BE2015609)]
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Resumen. Objetivo. Analizar el efecto de las expectativas y metas de progreso académicas en las dimensiones de la calidad de vida de estudiantes universitarios mexicanos. Método. El tipo de investigación es cuantitativa con un diseño transversal, abierto, observacional con alcances descriptivos y predictivos. Las técnicas estadísticas utilizadas fueron estadística descriptiva, coeficiente de correlación y análisis de senderos con el método GLS. El muestreo fue no probabilístico por conveniencia, con un total de 465 participantes. Resultados. Se demostró que, para el modelo explicativo resultante, la variable metas de progreso académicas es un predictor directo de la dimensión función física. Asimismo, las expectativas académicas de resultado son un predictor de las dimensiones rol emocional y la función física. Respecto a los componentes de la salud física y mental, este último presentó la puntuación más baja.
Abstract. Objective. To analyze the effect of expectations and goals of academic progress on the dimensions of the quality of life of Mexican university students. Method. The research was quantitative with a cross-sectional, open, observational design with descriptive and predictive scopes. The statistical techniques used were descriptive statistics, correlation coefficient and path analysis with the GLS method. Sampling was non-probabilistic for convenience, with a total of 465 participants. Results. For the resulting explanatory model the variable academic progress goals is a direct predictor of the physical function dimension. And academic expectations of outcome are a predictor of the emotional role and physical function dimensions.
Subject(s)
Humans , Male , Female , Adult , Quality of Life/psychology , Academic Performance/psychology , Students/psychology , MexicoABSTRACT
[{"text": "INTRODUCCIÓN. El decantarse por una carrera universitaria, es una decisión que marca el futuro profesional de los jóvenes; en ella están envueltas motivaciones intrínsecas, extrínsecas y expectativas que pueden predecir el desempeño académico. OBJETIVO. Predecir el rendimiento académico de los estudiantes de una facultad de enfermería, a través de los motivos intrínsecos, extrínsecos y expectativas para la elección de la carrera. METODOLOGÍA. Estudio correlacional, longitudinal, analítico. La muestra estuvo constituida por 400 estudiantes de primer semestre. Se aplicó una cédula socio demográfica; Escala de Motivación en Educación (EME); Escala de Expectativas Para la Elección de la Carrera e Interés Hacia los Estudios (EEPECIHE); Escala de Seguimiento Cambios en las Expectativas, Grado de Interés y Satisfacción de los Estudiantes (ESCEGIS). Los datos se analizaron con el software SPSS versión 25 para iOS; el estudio contó con la aprobación del comité de bioética en investigación de la Facultad de Enfermería Culiacán. RESULTADOS. Existen diferencias significativas de las motivaciones, expectativas y rendimiento académico (p <.05) al inicio del semestre y al finalizar el semestre; las motivaciones y expectativas predicen el rendimiento académico, en 74.6%, (R2=0,747, Ajuste R2 = 0,746,
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En la presente publicación se consideró la compilación de información disponible en sitios de la red informática al respecto de las diferentes instituciones públicas y privadas oferentes de postgrados en áreas de la odontología, en la intención de presentar un contexto a considerar antes de decidirse por un postgrado en alguna de las diferentes disciplinas estomatológicas disponibles en la República Mexicana. Considerando además las expectativas profesionales, académicas y económicas, vinculadas a la pertinencia, factibilidad y calidad de los postgrados. Material y métodos: se analizó la información disponible de 17 de las principales universidades ofertantes de los postgrados que han obtenido reconocimiento por su calidad académica, considerando sus ubicaciones, costos relativos y posicionamiento en el Ranking Nacional de Universidades en México. Por otro lado, se identificaron las expectativas expresadas por un grupo de estudiantes de licenciatura en Cirujano Dentista de la Universidad Autónoma de Chihuahua, al momento de elegir un postgrado, información obtenida de un estudio previo realizado en el año 2018 (AU)
In the following publication, a compilation of information available from various network sites were considered in regards to the different public and private institutions that offer a postgraduate program in the dental field. Also, the information collected was used to format all of the contextual considerations a prospective graduate must acknowledge like feasibility and quality of the program; as well as, professional, academic benefits and expenses, when deciding to enroll and pursue a dental specialty in Mexico. Material and methods: a total of 17 universities in the country were analysed and aspects like their location, general expenses (academic and living) academic quality awards received, as well as, their national ranking were taken into consideration. In addition, the results obtained from a previous study carried out in 2018 concerning a series of expectations expressed by a group of students from the Autonomous University of Chihuahua Dental School with respect to choosing a postgraduate Advance dental program were also included to enrich the following conclusions (AU)
Subject(s)
Humans , Male , Female , Schools, Dental/organization & administration , Students, Dental/psychology , Education, Dental, Graduate/trends , Socioeconomic Factors , Choice Behavior , Program Accreditation , Mexico , MotivationABSTRACT
Introducción: Las expectativas académicas representan aquello que los estudiantes esperan alcanzar durante su formación y son un factor predictivo del desempeño académico y social. Estas expectativas académicas son moldeadas por los padres, luego la educación de estos es una variable importante en el desarrollo académico de los hijos. Si bien los progenitores proyectan sus anhelos sobre sus hijos, los motivan a tener altos niveles de aspiración y son los responsables de crear ambientes intelectualmente más estimulantes; el objetivo de este estudio fue identificar las diferencias en las expectativas académicas de una muestra de estudiantes, según el nivel de escolaridad de sus padres. Método: Esta investigación contó con la participación de 261 estudiantes colombianos universitarios quienes están cursando su primer año de pregrado, entre los 16 y 54 años (media=21,9). Para este estudio se utilizó el Cuestionario de percepciones académicas-expectativas (CPA-E; Deaño et al., 2015); se obtuvieron los puntajes de cada participante, junto con sus datos sociodemográficos que estipulaban el nivel de escolaridad de los padres, y se llevaron a cabo los análisis descriptivos de cada grupo, y los análisis de varianza unidireccional (ANOVA). Resultados: Las expectativas académicas de los estudiantes con ambos padres sin educación superior (media = 189.176), se encuentran por debajo de la media, siendo significativamente diferentes a los puntajes de expectativas académicas de individuos con uno (media = 202.050) o ambos padres con estudios superiores (media = 204.286, p < 0,001). Discusión: Se demuestra la relevancia y necesidad del acceso a la educación para la mayoría de la población colombiana, entendiendo que este es un factor influyente en las expectativas académicas de una persona, y que debe tenerse un acompañamiento diferencial a los estudiantes con padres sin formación profesional.
Introduction: Academic expectations represent what students hope to achieve during their training and are a predictor of academic and social performance. These academic expectations are shaped by the parents, therefore their education is an important variable in the academic development of the children. Although parents project their aspirations on their children, motivate them to have high levels of aspiration and are responsible for creating more intellectually stimulating environments, the objective of this study was to identify the differences in the academic expectations of a sample of students, according to the level of education of their parents. Method: This research had the participation of 261 Colombian university students who are studying their first year of undergraduate, between the ages of 16 and 54 (mean = 21,9). For this study, the Academic Perceptions-Expectations Questionnaire (CPA-E; Deaño et al., 2015), was used, the scores of each participant were obtained, together with their sociodemographic data stipulating the parents' level of education, and descriptive data and one-way variance (ANOVA) analyzes were done. Results: The academic expectations of students with both parents without higher education (mean= 189.176), are below the average, being significantly different from the academic expectations scores of individuals with one (mean= 202.050) or both parents with higher education (mean= 204.286, p < 0,001). Discussion: The relevance and need of access to education for most of the Colombian population is demonstrated, understanding that this is an influential factor in the academic expectations of a person, and that there must be differential support for students with parents without training professional.
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Resumen Las empresas tienen mayor dificultad para atraer y retener talento perteneciente a la generación de los Millennials, cada vez más presentes en las organizaciones agroalimentarias. En el presente artículo se describirán las expectativas laborales y prioridades de quienes forman parte de este grupo etario. Los resultados surgen de un estudio tipo exploratorio no experimental, descriptivo que se realizó mediante encuestas a personas nacidas entre el año 1982 y 1994, egresados o próximos a egresar de las carreras de Ciencias Agrarias y Ciencias Veterinarias de la Universidad Nacional del Litoral. A continuación, se detallan las características buscadas por los Millennials, además de brindar herramientas de análisis útiles para la definición de políticas de capital humano en las empresas del sector.
Abstract Companies have greater difficulty attracting and retaining millennial talent increasingly present in agri-food organizations. This article will describe the job expectations and priorities of those who are part of this group. The results arise from an exploratory, non-experimental, descriptive study that was carried out through surveys of people born between 1982 and 1994, graduated or about to graduate from the Agrarian Sciences and Veterinary Sciences careers of the Universidad Nacional del Litoral. The characteristics sought by Millennials are detailed below, in addition to providing useful analysis tools for the definition of human capital policies in companies in the sector.
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Objective:To explore the mediating effect of expectations regarding aging between social support and frailty in elderly patients with chronic obstructive pulmonary disease (COPD), so as to promote better health education among medical staff and improve patients′ ability to cope with frailty.Methods:This was a cross-sectional study, the convenience sampling method was used to select 258 elderly COPD patients hospitalized in the Department of Respiratory Medicine and Geriatrics of Xinjiang Uygur Autonomous Region People′s Hospital from November 2021 to April 2022. They were investigated by the general information questionnaire, Fried Scale, Social Support Scale and Expectations Regarding Aging-21. Analyzed the correlation among social support, expectations regarding aging and frailty. AMOS 26.0 was used to investigate the mediating effect of expectations regarding aging between social support and frailty in elderly COPD patients.Results:The score of social support, expectations regarding aging and frailty in elderly patients with COPD was (30.45 ± 5.57), (35.25 ± 6.28) and (2.34 ± 1.71)points, respectively. There was negative correlation between social support and frailty in elderly COPD patients ( r=-0.541, P<0.01), while positive correlation between social support and expectations regarding aging ( r=0.477, P<0.01). The negative correlation between social support and expectations regarding aging ( r=-0.536, P<0.01). Expectations regarding aging played a partial mediating role between social support and frailty, with mediating effect value of -0.229, accounting for 35.39% of the total effect. Conclusions:Expectations regarding aging is a mediator variable between social support and frailty in elderly COPD patients. Health care providers can alleviate or even reverse patients' debilitating condition by improving their expectations regarding aging and social support.
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RESUMO Este artigo objetivou comparar o senso de autoeficácia dos professores da Pré-Escola e Ensino Fundamental I para ensinar estudantes público-alvo da Educação Especial (PAEE) na sala de aula regular da rede pública municipal e relacionar o senso de autoeficácia com dados demográficos e de atuação profissional. Participaram da pesquisa 17 professores da Pré-Escola e 27 do Ensino Fundamental 1 de um município do interior paulista. Os dados foram obtidos mediante questionário de caracterização e a Escala de Eficácia Docente para Práticas Inclusivas (EEDPI) via tendência central, dispersão e correlacionais. Quando comparados com os professores do Fundamental 1, os da Pré-Escola possuem mais idade, menos alunos em sala e sentem-se mais preparados para incluir. Os valores de autoeficácia foram semelhantes entre os grupos e são descritos os dados de correlação entre os instrumentos. Corroborou-se na sinalização da potência e sensibilidade da EEDPI para avaliação da autoeficácia docente e da influência do constructo no contexto educativo.
RESUMEN En este artículo se tuvo por objetivo comparar el sentido de autoeficacia de los profesores de la Preescuela y Enseñanza Básica I para enseñar estudiantes destinatario de la educación especial (PAEE) en la clase regular de la red pública municipal y relacionar el sentido de autoeficacia con datos demográficos y de actuación profesional. Participaron 17 profesores de la Preescuela y 27 de la Enseñanza Básica 1 de un municipio do interior paulista. Se obtuvieron los datos por intermedio de un cuestionario de caracterización y la Escala de Eficacia Docente para Prácticas Inclusivas (EEDPI) vía tendencia central, dispersión y correlacionales. Cuando comparados con los profesores de la Enseñanza Básica 1, los de la Preescuela posee más edad, menos alumnos en clase y se sienten más preparados para incluir. Los valores de autoeficacia fueron semejantes entre los grupos y son descriptos los datos de correlación entre los instrumentos. Se corroboró en la señalización de la potencia y sensibilidad de la EEDPI para evaluación de la autoeficacia docente y de la influencia del constructo en el contexto educativo.
ABSTRACT This article aimed to compare the sense of self-efficacy of Pre-School and Elementary School I teachers to teach students target audience of Special Education (PAEE) in the regular classroom of the municipal public network and to relate the sense of self-efficacy with demographic and professional performance. In the research, a total of 17 teachers from Pre-School and 27 from Elementary School 1 from a city in the interior of São Paulo participated. Data were obtained through a characterization questionnaire and the Teacher Effectiveness Scale for Inclusive Practices via central tendency, dispersion and correlations. When compared to Elementary 1 teachers, Pre-School teachers are older, have fewer students in the classroom and they feel more prepared to include. The self-efficacy values were similar between the two groups and the correlation data between the instruments are described. It was corroborated in the signaling of the potency and sensitivity of the EEDPI for the evaluation of teacher self-efficacy and the influence of the construct in the educational context.
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RESUMO O artigo objetiva analisar, a partir de uma revisão sistemática de literatura, as expectativas atribuídas à atuação do psicólogo na escola e à efetiva prática desse profissional nesse contexto. De acordo com os critérios da revisão sistemática, delimitou-se o campo do conhecimento científico em três bases de dados virtuais: The Scientific Electronic Library Online (SCIELO), Biblioteca Virtual em Psicologia (BVS-PSI) e Periódicos Eletrônicos de Psicologia (PEPSIC). Selecionaram-se 25 trabalhos para constituir a base de análise e discussão deste texto, 12 são de revisão bibliográfica e 13 resultantes de relatos de práticas profissionais. A análise destes trabalhos se deu por meio da técnica de análise de conteúdo. Quanto às expectativas atribuídas a atuação desse profissional na escola, verificou-se a perspectiva de que atue de forma preventiva em relação ao coletivo da escola; conheça o contexto educacional e as normas institucionais, as variáveis que interferem no processo de ensinar e aprender; embase sua prática em teorias psicológicas e mantenha interlocução com outras áreas de conhecimento. Os poucos trabalhos identificados, que apresentam relatos de práticas do psicólogo na escola, revelam que poucos são os profissionais que se autorizam a escrever e relatar as suas práticas, o que fazem, porque fazem e como fazem. Estima-se que diminuir o distanciamento entre expectativa e prática do psicólogo na escola implica em reconhecer variáveis intra e extraescolares, persistir inquirindo e compreendendo a interferência dessas variáveis no clima da escola, nas relações de convivência, nos problemas de diferentes naturezas que se apresentam nesse contexto.
RESUMEN El presente artículo objetiva analizar, a partir de un análisis sistemático de la bibliografía, las expectativas atribuidas a la práctica del psicólogo en la escuela y la práctica efectiva de este profesional en esto contexto. De acuerdo con los criterios de análisis sistemática, el campo de conocimiento científico fue reducido en tres bancos de dados virtuales: The Scientific Electronic Library Online (SCIELO), la Biblioteca Virtual de Psicología (BVS-SCI) y los Periódicos Científicos de Psicología (PEPSIC). Fueran seleccionados 25 artículos para constituir la base de análisis y de discusión de este texto, 12 de ellos siendo revisiones bibliográficas y 13 siendo análisis de prácticas profesionales. Los análisis de estos artículos fueran hechos por medio de la técnica de análisis de contenido. En lo que se refiere a las expectativas atribuidas a la práctica del psicólogo en la escuela, fue verificada la perspectiva de que: lo psicólogo debería actuar de manera preventiva con relación al colectivo de la escuela; saber el contexto educacional y las normas institucionales, las variables que interfieren en el proceso de aprendizaje y enseño, basar sus prácticas en teorías psicológicas y mantener contacto con otras áreas de conocimiento. Pocos artículos fueran identificados que presentan análisis de la práctica del psicólogo en la escuela, revelando que san pocos los profesionales que se autorizan para escribir y analizar sus prácticas, o que lo hacen, porque lo hacen y como lo hacen. Fue estimado que reducir la distancia entre expectativas y la práctica del profesional da psicología implica en reconocer los desafíos de las variables intra y extraescolares, en persistir inquiriendo y comprendiendo las implicaciones de estas variables en lo ambiente escolar, en los relacionamientos de convivencia y en los problemas de diferentes naturalezas que se presentan en este contexto.
ABSTRACT The following article aims to analyze, coming form a systematic literature review, the expectations attributed to the psychologist practice in school and the effective practice of this professional in this context. According to the criteria of the systematic review, the field of scientifical knowledge was narrowed into three virtual data bases: The Scientific Electronic Library Online (SCIELO), the Virtual Library in Psyschology (BVS-PSI) and the Electronic Journals of Psychology (PEPSIC). It was selected 25 articles to constitute the basis of analysis and discussion of this text, 12 of those being bibliographical reviews and 13 coming from reports of professional practice. The analysis of these articles was made through the technique of content analysis. Regarding the expectations attributed to the practice of the psychologist in school, it was verified the perspective that this professional should act in a preventive manner in relation to the school's collective; know the educational context and the institutional norms, the variables that interfere in the process of teaching and learning, base its practices in psychological theories and maintain contact with other knowledge areas. Few articles were identified that presented reports of the psychologist practices in school, revealing the few are the professionals that have the authority to write and reports its practices, what they do, why they do it and how they do it. It is estimated that reducing the distance between expectations and practice of the psychology professional implies in recognizing the challenges of the inner and out of school variables, to persist inquiring and comprehending the implications of these variables in the school's climate, in the coexistence relationships, and on the problems of different natures that present in this context.
Subject(s)
Professional Practice , Schools , Databases, Bibliographic , Systematic Reviews as Topic , MotivationABSTRACT
ABSTRACT The expansion of higher education is associated with the progressive diversification of student's profiles, such as the increasing number of older, working and female students. The transition to higher education poses challenges for students entering it, generating expectations that can impact academic adaptation. This study compared academic expectations by gender and work situation in two cohorts of first-year students from a Brazilian public university, involving 13,336 participants. The Brazilian Scale of Academic Expectations for First-Year University Students was administered. Non-working and female students had higher academic expectations in both cohorts. The findings provide subsidies to higher education institutions to develop support programs and policies targeting first-year students.
RESUMO A expansão da educação superior está associada à progressiva diversificação dos perfis discentes, tais como aumento do número de estudantes mais velhos, trabalhadores e mulheres. A transição para o ensino superior comporta desafios para os estudantes que nele ingressam, gerando expectativas que podem impactar a adaptação acadêmica. Este estudo comparou as expectativas acadêmicas por gênero e situação de trabalho em dois coortes de estudantes ingressantes em uma universidade pública brasileira, envolvendo 13.336 participantes. Utilizou-se a Escala Brasileira de Expectativas Acadêmicas para Estudantes Ingressantes na Educação Superior. Estudantes mulheres e não trabalhadores apresentaram maiores expectativas acadêmicas em ambas as coortes. Os resultados fornecem subsídios às instituições de ensino superior para desenvolvimento de programas de apoio e políticas voltadas aos estudantes ingressantes.
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Resumen Introducción: el estudio analizó (a) las diferencias entre madres y padres en sus actividades matemáticas en el hogar y en otros factores del ambiente matemático (actitudes, ansiedad, creencias y expectativas matemáticas) y (b) la asociación entre los factores del ambiente matemático y las actividades matemáticas en el hogar. Método: participaron 266 familias de niños y niñas chilenos de primer a tercer grado de primaria (edad promedio = 93.35 meses, DE = 11.45 meses). Ambos padres contestaron un cuestionario sobre matemáticas en el hogar. Resultados: las madres reportaron realizar actividades matemáticas con mayor frecuencia que los padres. Análisis de ecuaciones estructurales mostraron que las actividades matemáticas realizadas por los padres se relacionaron con sus creencias, actitudes y expectativas matemáticas; mientras que las de las madres se relacionaron con sus creencias, actitudes y género de los niños. Conclusiones: los hallazgos aportan a la comprensión del ambiente matemático en el hogar.
Abstract Introduction: The study analyzes (a) the differences between mothers and fathers in their home math activities and home math environment factors (math attitudes, anxiety, beliefs, and expectations) and (b) the associations among the home math environment factors and home math activities of Chilean families. Method: Participants were 266 families of boys and girls attending grades 1-3 (mean age = 93.35 months, DS = 11.45 months). Both parents of each child independently answered a home math questionnaire. Results: Mothers reported doing more math activities with their children than fathers. The structural equation model analyses showed that the frequency with which fathers engage in home math activities was related to their math beliefs, attitudes, and expectations, whereas maternal home math activities were related to their beliefs, attitudes, and the gender of the child. Conclusions: The findings contribute to the understanding of the home math environment.
ABSTRACT
Expectations for the future of adolescents aging out of care have a determinant influence on short and long-term outcomes. In Brazil, care leavers experience the transition to adult life largely unsupported. Therefore, we aimed to investigate the aspects that favor better future expectations of Brazilian adolescents who are aging out of care. The study participants were 190 male (55.8 %) and female (44.2 %) adolescents between 14 and 18 years of age (m= 15.92, sd= 1.00) from three Brazilian capitals. The discriminant analysis technique was used to identify profile characteristics that significantly distinguished two groups: adolescents with high and those with low expectations for the future. The results reveal that (1) the aspect that most contributes to the increase in future expectations is the perceived social support, (2) the greater the readiness to leave care and the satisfaction with life, the better the future expectations, and (3) participating in an employment-assistance program brought down the adolescents' future expectations. These results point to the importance of preparation to leave care, combining instrumental support with socio-emotional support and considering the adolescents as the protagonists of their process and plans.
Las expectativas futuras de los adolescentes que dejan los centros de acogida con 18 años tienen una influencia determinante en los resultados que alcanzarán a corto y largo plazo. En Brasil, la mayoría de jóvenes que salen de los centros de acogida con 18 años transitan a la edad adulta sin ningún tipo de apoyo. Por ello, en este artículo apuntamos a investigar los aspectos que favorecen mejores expectativas de futuro en adolescentes brasileños que están a punto de salir de los centros de acogida por haber llegado a la mayoría de edad. Los participantes del estudio fueron 190 adolescentes de ambos sexos (44.2 % niñas y 55.8 % niños), entre 14 y 18 años (m= 15.92, de = 1.00), de tres ciudades capitales brasileñas. Se utilizó la técnica de análisis discriminante para identificar características de perfil que distinguieron significativamente dos grupos: adolescentes con altas expectativas y adolescentes con bajas expectativas de futuro. Los resultados revelan que (1) el aspecto que más contribuye al aumento de dichas expectativas es el apoyo social percibido, (2) cuanto mayor sea la percepción de preparación para dejar el centro de acogida y la satisfacción con la vida, mejores serán las expectativas, y (3) participar en un programa nacional de inserción laboral disminuye las expectativas de futuro de los adolescentes. Los resultados demuestran la importancia de preparar a estos jóvenes para la transición a la edad adulta, al combinar el apoyo instrumental con el socioemocional, y considerando a los adolescentes protagonistas de sus procesos y planes futuros.
As expectativas futuras dos adolescentes que saem dos centros de acolhimento aos 18 anos têm uma influência importante nos resultados alcançados por eles a curto e longo prazo. No Brasil, a maioria dos jovens que saem dos centros de acolhimento aos 18 anos transitam para a vida adulta sem nenhum tipo de apoio. Portanto, bus-camos investigar quais aspectos favorecem melhores perspectivas de futuro em adolescentes brasileiros que estão prestes a deixar os abrigos por já serem maiores de idade. Os participantes do estudo foram 190 ado-lescentes entre 14 e 18 anos (m = 15.92, dp = 1.00), de ambos os sexos (44.2 % meninas e 55.8 % meninos) de três capitais brasileiras. A técnica de análise discri-minante foi utilizada para identificar características de perfil que distinguissem significativamente dois grupos: adolescentes com altas expectativas para o futuro e adolescentes com baixas expectativas para o futuro. Os resultados revelam que: (1) o aspecto que mais contribui para o aumento das expectativas futuras é o suporte social percebido; (2) quanto maior a percepção de preparação para deixar o centro de acolhida e a satis-fação com a vida, melhores são as expectativas futuras; e (3) participar de um programa nacional de colocação profissional reduz as expectativas dos adolescentes para o futuro. Esses resultados apontam para a importância de preparar esses jovens para a transição para a vida adulta, aliando o apoio instrumental ao apoio socioemocional e considerando os adolescentes como protagonistas de seus processos e planos futuros.
Subject(s)
Humans , Personal Satisfaction , Social Support , Aging , Discriminant Analysis , Life , MotivationABSTRACT
As interações sociais iniciais são fundamentais para o desenvolvimento infantil, sendo essencial o papel dos adultos na promoção de práticas que o favoreçam. Tais práticas podem ser influenciadas por aspectos contextuais e pelas emoções, concepções e expectativas parentais sobre seus filhos. No presente estudo, foi considerada a configuração familiar caracterizada pela presença de bebês gêmeos. O objetivo foi conhecer as emoções das mães acerca da gravidez gemelar e analisar as suas concepções e expectativas sobre o desenvolvimento dos gêmeos nos primeiros 24 meses de vida. Participaram deste estudo nove mães de bebês gemelares, que responderam a um questionário sociodemográfico e a uma entrevista semiestruturada. Os resultados revelaram sentimentos maternos ambivalentes relativos à experiência com a gemelaridade desde a gestação; concepções sobre desenvolvimento infantil, fatores que podem influenciá-lo e diferenças entre os gêmeos; e expectativas sobre o desenvolvimento dos bebês. Conclui-se que uma maior compreensão sobre aspectos relacionados à maternidade de gemelares pode auxiliar na criação de redes de apoio socioemocional aos cuidadores e de contextos que favoreçam as interações estabelecidas entre a tríade mãe-bebês.
Initial social interactions are fundamental to child development, and the role of adults in promoting practices that favor them is essential. Such practices can be influenced by contextual aspects and by parental emotions, conceptions and expectations about their children. In the present study, the family configuration characterized by the presence of twin babies was considered. The objective was to get to know the mothers' emotions about twin pregnancies and to analyze their conceptions and expectations about the development of twins in the first 24 months of life. Nine mothers of twin babies participated in this study, who answered a sociodemographic questionnaire and a semi-structured interview. The results revealed ambivalent maternal feelings regarding the experience with twinning since pregnancy; conceptions about child development, factors that can influence it and differences between twins; and expectations about the development of babies. We conclude that a greater understanding of aspects related to twin maternity can help in the creation of social and emotional support networks for caregivers and contexts that favor the interactions established between the mother-babies triad.
Las interacciones sociales iniciales son fundamentales para el desarrollo infantil, siendo fundamental el rol de los adultos en la promoción de prácticas que los favorezcan. Dichas prácticas pueden estar influenciadas por aspectos contextuales y por emociones, concepciones y expectativas de los padres sobre sus hijos. En el presente estudio se consideró la configuración familiar caracterizada por la presencia de bebés gemelos. El objetivo fue conocer las emociones de las madres sobre los embarazos gemelares y analizar sus concepciones y expectativas sobre el desarrollo de los gemelos en los primeros 24 meses de vida. En este estudio participaron nueve madres de gemelos, quienes respondieron un cuestionario sociodemográfico y una entrevista semiestructurada. Los resultados revelaron sentimientos maternos ambivalentes con respecto a la experiencia del hermanamiento desde el embarazo; concepciones sobre el desarrollo infantil, factores que pueden influir en él y diferencias entre gemelos; y expectativas sobre el desarrollo de los bebés. Concluimos que una mayor comprensión de los aspectos relacionados con la maternidad gemelar puede ayudar en la creación de redes de apoyo social y emocional a los cuidadores y contextos que favorezcan las interacciones que se establecen entre la tríada madre-bebé.
Subject(s)
Humans , Female , Pregnancy , Twins , Child Development , Parenting , Emotions , Pregnancy, Twin , Motivation , Perception , Personal Narrative , Mother-Child RelationsABSTRACT
BACKGROUND@#Older adults have varying outcome expectations on why they exercise. The Multidimensional Outcomes Expectation for Exercise Scale (MOEES) is a tool used to measure this; however, it has not been cross-culturally adapted yet in the Filipino setting.@*OBJECTIVES@#This study aims to translate and cross-culturally adapt the MOEES into Filipino and establish its preliminary psychometric properties in terms of internal consistency and test-retest reliability in community-dwelling Filipino older adults.@*METHODS@#This psychometric study is divided into two phases. Phase 1 will be on the MOEES translation and cross-cultural adaptation in accordance with the guidelines set by the Beaton Protocol. Phase 2 will be on the establishment of preliminary psychometric properties based on the internal consistency and test-retest reliability of the adapted MOEES from at least 30 conveniently sampled community-dwelling Filipino older adults, aged 60 years old or above, with a Mini-Mental State Examination score of at least 24 and classified as active based on the Telephone Assessment of Physical Activity. Internal consistency will be assessed using Cronbach’s alpha coefficient and item-total correlations. Intraclass correlation/ ICC (3, K) will be utilized to establish the tool’s test-retest reliability.@*RESULTS@#This will develop a translated and cross-culturally adapted MOEES in Filipino with good internal consistency, item-total correlation, and test-retest reliability that can be used by health professionals as a guide in designing, implementing, and assessing exercise programs for older persons to ensure achievement of their treatment outcome expectations.
Subject(s)
ExerciseABSTRACT
Objective:To explore the expectations and values of patients with malocclusion on participation in shared decision-making of orthognathic surgical protocols, and to provide references for further development of clinical shared decision-making models.Methods:Based on the expected value theory and descriptive qualitative research methods, using purposive sampling, 13 patients with malocclusion in the Ninth People's Hospital of Shanghai Jiao tong University School of Medicine from May to August in 2021 were selected for semi-structured interviews. The interview data were sorted, classified and refined by traditional content analysis.Results:Two themes were extracted: patients' ability beliefs about their ability to participate in shared decision making for orthognathic surgery(decision support ability, psychological coping ability and environmental adaptability), and task values for shared decision making for orthognathic surgery(interest value, acquisition value).Conclusions:Low level of patients′ ability beliefs in shared decision-making, active physician guidance facilitates patient participation, but the depth of patient participation is influenced by factors such as information support, cultural climate, and physical space for shared decision making. It is suggested that the magnetic role of physicians should be actively played, the shared decision-making team should be strengthened, at the same time, hospital manager should enhance shared decision making propaganda to increase the acceptance and participation of patients in shared decision making so as to improve the quality of shared decision-making.
ABSTRACT
Resumen Las atribuciones, creencias y expectativas de los padres influyen en su interacción con los hijos. Este estudio compara las atribuciones, creencias y expectativas de madres adolescentes y adultas acerca de sus hijos, de todos los niños y de sí mismas como madres, y analiza la interacción con el sexo del hijo, procedencia, estado civil, grado educativo y nivel socioeconómico de las madres. Se administró la guía de entrevista para padres y el Cuestionario de Factores Cognitivos de los padres a 200 madres biológicas, 100 adolescentes con una edad promedio de 19.7 años y 100 adultas con una edad promedio de 37.1, de niveles socioeconómicos bajo y medio, procedentes de diferentes regiones de Colombia. La prueba t evidenció atribuciones sesgadas y creencias distorsionadas acerca de los hijos y de todos los niños y creencias de poco control y baja autoeficacia en las madres adolescentes. Las madres adultas presentan expectativas irreales acerca de los hijos y de todos los niños, y atribuciones distorsionadas con respecto a sí mismas como madres. El análisis de varianza bifactorial confirma que el estado civil interactúa significativamente con las expectativas que tienen las madres acerca de todos los niños y con las atribuciones acerca de sí mismas como madres. El tamaño del efecto indicó que la edad y procedencia de las madres tienen un efecto moderado en las creencias con respecto a los hijos y en las atribuciones y creencias acerca de todos los niños. Intervenciones psicológicas que modifiquen las atribuciones, creencias y expectativas de madres adolescentes y adultas permitirán relaciones madres-hijos sanas.
Abstract Parents' attributions, beliefs, and expectations influence their interaction with their children. This study compares the attributions, beliefs and expectations of adolescent and adult mothers about their own children, all children and themselves as mothers. It also analyzes the interaction with the sex of the child, origin, marital status, educational and socioeconomic level of the mothers. The Questionnaire of Parents' Cognitive Factors was administered to 200 biological mothers, 100 adolescents with an average age of 19.7 years old and 100 adults with an average age of 37.1, all of them from low and medium socioeconomic levels and different regions of Colombia. The t Test showed biased attributions and distorted beliefs about own children and all children, as well as low-control and low-self-efficacy in adolescent mothers. Adult mothers present unrealistic expectations about their own children and all children and distorted attributions regarding themselves as mothers. The Bifactorial Analysis of Variance confirms that marital status interacts significantly with mothers' expectations about all children and with attributions about themselves as mothers. The effect size indicated that the age and provenance of mothers have a moderate effect on beliefs regarding their own children and on attributions and beliefs about all children. Psychological interventions that modify the attributions, beliefs and expectations of adolescent and adult mothers will allow healthy mother-child relationships.
Subject(s)
Analysis of Variance , Psychosocial Intervention , Adolescent Mothers , Mother-Child Relations , Social Class , Demography , Self Efficacy , Mothers , MotivationABSTRACT
Resumen El objetivo de la presente investigación fue analizar cualitativamente las expectativas de niños y sus padres frente a la psicoterapia infantil desde la perspectiva de cada uno de ellos, y relacionar los elementos que intervienen en el proceso de construcción de dichas expectativas. Los participantes de este estudio fueron 10 díadas compuestas por niños entre 7 a 10 años y sus padres. La información se recolectó a través de un total de 20 entrevistas semiestructuradas, realizadas en forma independiente a cada participante antes de la sesión de ingreso a la terapia. Se realizó un análisis cualitativo de la información basándose en procedimientos de codificación abierta y axial propuestos por la Teoría Fundamentada. Los resultados muestran que los niños desarrollan expectativas sobre el proceso y los resultados, a partir de las experiencias previas con psicólogos y de la información entregada por los padres acerca de la función del psicólogo como "alguien que ayuda". Los resultados esperados por los niños son "sentirse mejor" y relacionarse mejor con los pares. En el caso de los padres sus expectativas se construyen con base en experiencias psicológicas previas y la información obtenida del contexto sociocultural. Estas experiencias influyen en su visión psicológica del problema de su hijo y en una percepción de la función del psicólogo como un profesional que ayuda, no sólo a su hijo, sino también a ellos en el desarrollo de habilidades parentales. Además, a partir de estas experiencias los padres esperan tener un rol más participativo en el proceso de sus hijos.
Abstract This research aims to analyze qualitatively children and their parents' expectation regarding child psychotherapy, and the relationship between the different variables involved in the process of building these expectations. 10 dyads, consisted of children aged between 7 and 10 and their parents, were the participants. The study included a total of 20 semi-structured interviews, applied to each participant separately. Afterwards, a qualitative analysis of the information was conducted, based on Grounded Theory procedures of open and axial coding. The results show that children develop expectations about the process and outcomes from previous experiences with psychologists and from information provided by parents about the role of the psychologist as "someone who helps". In the parents´ case, their expectations are constructed based on prior psychological experiences and information obtained from the sociocultural context. These experiences influence the parents' psychological view about their child's problem and a perception of the psychologist's role as a professional who helps not only their child, but also them in the development of parenting skills. Additionally, from these experiences, parents expect to adopt a more participatory role in their children's process.
ABSTRACT
Desde el ingreso a la universidad cada estudiante tiene ideas y creencias en cuanto a su formación académica, con respecto a la elección de la carrera, a la institución y especialmente sobre las expectativas en cuanto a su futuro profesional, donde la calidad de su formación prevalecerá para la inserción laboral. El objetivo general fue determinar expectativas del estudiante sobre su formación universitaria en la carrera de Obstetricia del Instituto Dr. Andrés Barbero en San Lorenzo-Paraguay en 2018. El estudio tuvo un diseño observacional, descriptivo, corte transversal enfoque cuantitativo. La población original era de 253 estudiantes, pero la muestra fueron todos los estudiantes matriculados (25) del primer curso. El método usado fue la entrevista, la técnica una encuesta, y el instrumento un cuestionario impreso. Con el visto bueno de la máxima autoridad, se contactó con los sujetos de estudio, a fin de realizar la recolección de la información. Los datos fueron cargados en Excel, y analizados con EPIINFO 7.2 usando estadística descriptica. Casi la totalidad correspondió a mujeres del 17 a 19 años, poco más de la mitad era de procedencia urbana, y menos de la mitad tenía una familia nuclear. En cuanto a la motivación poco menos de la mitad ingresó al Instituto Dr. Andrés Barbero por razones personales, optó por la carrera de Obstetricia por motivos profesionales y en cuanto a las expectativas de los estudiantes sobre su formación universitaria predominaron las razones personales
Since entering the university, each student has ideas and beliefs regarding their academic training, regarding the choice of career, the institution and especially about the expectations regarding their professional future, where the quality of their training will prevail. for job placement. The general objective was to determine the student's expectations about their university training in the Obstetrics career of the Instituto "Dr. Andrés Barbero" in San Lorenzo-Paraguay in 2018. The study had an observational, descriptive, cross-sectional and quantitative approach design. The original population was 253 students, but the sample was all students enrolled (25) in the first year. The method used was the interview, the technique a survey, and the instrument a printed questionnaire. With the approval of the highest authority, the study subjects were contacted in order to collect the information. The data were loaded into Excel, and analyzed with EPIINFO 7.2 using descriptive statistics. Almost all of them corresponded to women between the ages of 17 and 19, just over half were of urban origin, and less than half had a nuclear family. Regarding motivation, just under half entered the Instituto "Dr. Andrés Barbero" for personal reasons, opted for a career in Obstetrics for professional reasons and regarding the expectations of the students about their university training, personal reasons predominated
Subject(s)
Motivation , Obstetrics/education , StudentsABSTRACT
@#The application of artificial intelligence (AI) is on the rise in the healthcare industry. However, the study on the physicians’ perspectives is still lacking. The study aimed to examine physicians’ attitudes, expectations, and concerns regarding the application of AI in medicine. A cross-sectional study was conducted in October 2019 among physicians in a tertiary teaching hospital in Malaysia. The survey used a validated questionnaire from the literature, which covered: (1) socio-demographic profile; (2) attitude towards the application of AI; (3) expected application in medicine; and (4) possible risks of using AI. Comparison of the mean score between the groups using a t-test or one-way analysis of variance (ANOVA). A total of 112 physicians participated in the study: 64.3% from the clinical departments; 35.7% from the non-clinical specialties. The physicians from non-clinical departments had significantly higher mean attitude score (mean = 14.94 ± 3.12) compared to the clinical (person-oriented) departments (mean = 14.13 ± 3.10) and clinical (technique-oriented) departments (mean = 13.06 ± 2.88) (p = 0.033). The tech-savvy participants had a significantly higher mean attitude score (mean = 14.72 ± 3.55) than the non–tech-savvy participants (mean = 13.21 ± 2.46) (p = 0.01). There are differences in the expectations among the respondents and some concerns exist especially on the legal aspect of AI application in medicine. Proper training and orientation should precede its implementation and must be appropriate to the physicians’ needs for its utilization and sustainability.