Purpose
The purpose of this paper is to discuss the findings of an intervention program built on the concept of children’s health literacy, particularly on its citizenship component. This ...intervention program employed the Investigation-Vision-Action-Change model for action-oriented teaching, where children were supported to investigate different health issues that affect them, create visions about desirable changes, and act toward desirable change. The intervention was implemented in the conditions of a post-communist country (Slovakia) where the majority of health education programs are behaviorally oriented, without giving space to children’s own perceptions and decisions. The study seeks to explore whether fostering children’s participation in forming the school environment improves the three selected factors of school well-being, namely, children’s perception of school, their subjective well-being, and violent behavior in school.
Design/methodology/approach
A cluster-randomized controlled trial design was used where ten classes of children aged nine to ten years were randomly assigned to either experimental (n=89) or control group (n=96). The dependent variables were pre- and post-tested using measures drawn from the Health Behavior in School-aged Children study for Slovakia.
Findings
The intervention program was shown to yield empirically robust effects, given the significant improvement in children’s perceptions about school, violent behavior, and their well-being, with medium-to-large effect sizes (Hedges’s g ranging from 0.74 to 0.96).
Originality/value
The present study offers an effective approach to enhance the respect for the children’s views on issues that affect them, particularly within post-communist conditions.
Although the measurement of cognitive performance usually relies on achievement sum scores, a growing body of research suggests that the analysis of errors made may have a predictive validity beyond ...that provided by the number of items correct. This study examined the validity related to one such kind of error scores-the set-loss errors-in the general population of 8- to 11-year-old children. Set-loss errors (also called rule violations) can be conceptualized as a breakdown in the adherence to task-specific rules, and in clinical populations, the propensity to make these errors has shown some specificity for identifying disorders connected with frontal lobes dysfunction. The results, however, indicate that set-loss errors derived from distinct tests could not be effectively explained by a single latent dimension; hence, they do not tap a single construct that could be called set loss or the ability to maintain set. At the same time, there were only few weak associations between various kinds of error scores as well as between the set-loss error scores and relevant constructs such as the ability to learn, attentional control, working memory, fluid and crystallized intelligence, and executive functions-related real-world behaviors, indicating an overrepresentation of construct-irrelevant variance in these kinds of scores. These indications were further accentuated by the analysis of sensitivity and specificity where any elevated number of set-loss error scores was unable to classify individuals on theoretically relevant constructs beyond chance levels. The evidence thus speaks against the use of set-loss error scores in the general population of 8- to 11-year-old children.
In this meta-analysis, the authors investigated whether being in nature and emotional social support are reliable strategies to downregulate stress. We retrieved all the relevant articles that ...investigated a connection between one of these two strategies and stress. For being in nature we found 54 effects reported in 16 papers (total N = 1,697, Mdnsub.N = 52.5), while for emotional social support we found 18 effects reported in 13 papers (total N = 3,787, Mdnsub.N = 186). Although we initially found an effect for being in nature and emotional social support on stress (Hedges' g = -.42; Hedges' g = -.14, respectively), the effect only held for being in nature after applying our main publication bias correction technique (Hedges' g = -.60). The emotional social support literature also had a high risk of bias. Although the being-in-nature literature was moderately powered (.72) to detect effects of Cohen's d = .50 or larger, the risk of bias was considerable, and the reporting contained numerous statistical reporting errors.
Od začiatku pandémie COVID-19 sa intenzívne študoval jej vplyv na duševné zdravie (napr. Wu a kol., 2021; Nochaiwong a kol., 2021). Na celom svete boli zavedené opatrenia na obmedzenie šírenia ...koronavírusu. Tieto však narúšali pracovný a rodinný život jednotlivcov. Sociálna izolácia, zatváranie vzdelávacích inštitúcií, finančná neistota a zmeny v zdravotnej a sociálnej starostlivosti narušili život rodín, najmä tých s deťmi (Gadermann a kol., 2021). Predovšetkým rodičia boli vystavení viacerým stresujúcim situáciám, ktoré sa týkali ich samotných, ako aj ich detí (Adams a kol., 2021). Znášali tiež ťažkosti so starostlivosťou o deti vzdelávané v domácom prostredí počas online vyučovania, popri snahe udržať si svoju prácu. To spôsobilo ich zraniteľnosť voči finančnej neistote, poklesu príjmu alebo strate zamestnania (Ananat, Gassman-Pines, 2020). Javí sa teda, že negatívny vplyv COVID-19 bol oveľa výraznejší pre rodičov v porovnaní s nerodičmi (Park a kol., 2020).
Replication studies in psychological science sometimes fail to reproduce prior findings. If these studies use methods that are unfaithful to the original study or ineffective in eliciting the ...phenomenon of interest, then a failure to replicate may be a failure of the protocol rather than a challenge to the original finding. Formal pre-data-collection peer review by experts may address shortcomings and increase replicability rates. We selected 10 replication studies from the Reproducibility Project: Psychology (RP:P; Open Science Collaboration, 2015) for which the original authors had expressed concerns about the replication designs before data collection; only one of these studies had yielded a statistically significant effect (p < .05). Commenters suggested that lack of adherence to expert review and low-powered tests were the reasons that most of these RP:P studies failed to replicate the original effects. We revised the replication protocols and received formal peer review prior to conducting new replication studies. We administered the RP:P and revised protocols in multiple laboratories (median number of laboratories per original study = 6.5, range = 3–9; median total sample = 1,279.5, range = 276–3,512) for high-powered tests of each original finding with both protocols. Overall, following the preregistered analysis plan, we found that the revised protocols produced effect sizes similar to those of the RP:P protocols (Δr = .002 or .014, depending on analytic approach). The median effect size for the revised protocols (r = .05) was similar to that of the RP:P protocols (r = .04) and the original RP:P replications (r = .11), and smaller than that of the original studies (r = .37). Analysis of the cumulative evidence across the original studies and the corresponding three replication attempts provided very precise estimates of the 10 tested effects and indicated that their effect sizes (median r = .07, range = .00–.15) were 78% smaller, on average, than the original effect sizes (median r = .37, range = .19–.50).
Objectives. The current study dealt with the concept of health literacy in adolescents. The main aim of the study was to examine the structure of adolescents, health literacy. The aim was also to ...discuss the current need and potential for the development of adolescents, health literacy in educational setting. Sample and settings. The sample comprised 290 participants from four Slovak elementary schools. The participants were in the 7th and 9th grade. Adolescents, health literacy was measured using HLSAC with additional items approved by the HBSC expert group (Health Behaviour in School-aged Children). Hypothesis. The authors assumed that in the given population, health literacy falls along 5 theory-based distinct dimensions. Statistical analysis. Confirmatory factor analysis explicitly modeling the ordered categorical nature of the data was carried out. Results. As opposed to the hypothesized 5-factor structure, unequivocally collinear relationships between the proposed factors strongly suggested that health literacy is unitary in the given population. An overall sum score can thus be regarded an internally consistent proxy for the underlying construct. Study limitations. Cluster sampling. Sample size not allowing for the comparison of the latent structure across levels of age and gender.
In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, ...and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data.
This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, ...test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments' psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website https://osf.io/mhg94/.
The objective of the paper is to inform about the process and some results obtained in Slovak adaptation of Delis-Kaplan Executive Functions System. Basal standardization sample consisted of 250 ...children attending fourth year of elementary school with mean age 9,7 yrs. To get additional information regarding reliability and validity of D-KEFS selected tests, another two samples were studied (n = 200) with age ranging 10-15 years. For validation study - besides D-KEFS - Woodcock-Johnson test battery, some subtests selected from WISC-III, Porteus labyrinths and indicators of school achievement were used, too. Results showed that distributions of raw score in almost all D-KEFS indicators were significantly skewed which implies that these indicators discriminate probably better in children with low achievements than those with average and high achievements. Norms obtained for Slovak children are, comparing to American, slightly harder because of generally higher achievements in Slovak children. Reliability and validity of Slovak D-KEFS adaptation suggest usability of these tests in psychological assessment in clinical and consulting praxis.
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