A study of 211 first responders was conducted to examine the correlation between first responders’ perceptions of dehumanization (i.e., meta‐dehumanization and organizational meta‐dehumanization) and ...burnout. Results of the hierarchical regression analysis showed a significant, positive relationship with large effect size between meta‐dehumanization and burnout when controlling for time in the profession. These findings indicate that first responders may need assistance coping with normal stressors of the job as well as the harm that can result from public perceptions. Implications at the professional and systemic levels are shared.
The authors conducted a study of 422 women, ages 31 to 77 years, to explore the relationships among friendship networks, subjective age, and life satisfaction. Friendship network size was related to ...lower subjective age but not to chronological age. More frequent visits with friends were related to lower subjective age and to higher life satisfaction. Satisfaction with the number of friends and a larger number of friends were related to higher levels of life satisfaction. Subjective age, group belonging, and being someone's best friend were significant predictors of life satisfaction.
There is a need for evidence-based occupational therapy interventions to enhance time management in people with time management difficulties.
To pilot test the first part of the Let's Get Organized ...(LGO) occupational therapy intervention in a Swedish context by exploring enhancements of time management skills, aspects of executive functioning, and satisfaction with daily occupations in people with time management difficulties because of neurodevelopmental or mental disorders.
One-group pretest-posttest design with 3-mo follow-up.
Outpatient psychiatric and habilitation settings.
Fifty-five people with confirmed or suspected mental or neurodevelopmental disorder and self-reported difficulties with time management in daily life.
Swedish version of Let's Get Organized (LGO-S) Part 1, with structured training in the use of cognitive assistive techniques and strategies using trial-and-error learning strategies in 10 weekly group sessions of 1.5 hr.
Time management, organization and planning, and emotional regulation were measured with the Swedish version of the Assessment of Time Management Skills (ATMS-S). Executive functioning was measured with the Swedish version of the Weekly Calendar Planning Activity, and satisfaction with daily occupations was assessed with the Satisfaction With Daily Occupations measure.
Participants displayed significantly improved time management, organization and planning skills, and emotional regulation, as well as satisfaction with daily occupations. Aspects of executive functioning were partly improved. ATMS-S results were sustained at 3-mo follow-up.
LGO-S Part 1 is a promising intervention for improving time management skills and satisfaction with daily occupations and should be investigated further.
This study shows that LGO-S Part 1 is feasible for use in psychiatric and habilitation outpatient services. The results are promising for improved time management skills, organization and planning skills, and satisfaction with daily occupations and need to be confirmed in further studies.
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how ...students develop the algebraic concepts and skills involved in reasoning productively about physics quantities, which is different from either understanding of physics concepts or problem-solving abilities. We introduce the Physics Inventory of Quantitative Literacy (PIQL) as a tool for measuring "Quantitative Literacy," a foundation of mathematical reasoning, in the context of introductory physics. We present the development of the PIQL and evidence of its validity for use in calculus-based introductory physics courses. Unlike "concept" inventories, the PIQL is a "reasoning" inventory, and can be used to assess reasoning over the span of students' instruction in introductory physics. Although mathematical reasoning associated with the PIQL is taught in prior mathematics courses, pretest and post-test scores reveal that this reasoning is not readily used by most students in physics, nor does it develop as part of physics instruction--even in courses that use high-quality, research-based curricular materials. As has been the case with many inventories in physics education, we expect use of the PIQL to support the development of instructional strategies and materials--in this case, designed to meet the course objective that all students become quantitatively literate in introductory physics.
This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions. We report on a study of the effects of laboratory activities that model fictitious laws of ...physics in a virtual reality environment on (i) students’ epistemology about the role of experimental physics in class and in the world; (ii) students’ self-efficacy; and (iii) the quality of student engagement with the lab activities. We create opportunities for students to practice physics as a means of creating and validating new knowledge by simulating real and fictitious physics in virtual reality (VR). This approach seeks to steer students away from a confirmation mindset in labs by eliminating any form of prior or outside models to confirm. We refer to the activities using this approach as Novel Observations in Mixed Reality (NOMR) labs. We examined NOMR’s effects in 100-level and 200-level undergraduate courses. Using pre-post measurements, we find that after NOMR labs, students in both populations were more expertlike in their epistemology about experimental physics and held stronger self-efficacy about their abilities to do the kinds of things experimental physicists do. Through the lens of the psychological theory of flow, we found that students engage as productively with NOMR labs as with traditional hands-on labs. This engagement persisted after the novelty of VR in the classroom wore off, suggesting that these effects were due to the pedagogical design rather than the medium of the intervention. We conclude that these NOMR labs offer an approach to physics laboratory instruction that centers the development of students’ understanding of and comfort with the authentic practice of science. Published by the American Physical Society 2024
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Novices can struggle to understand the many roles signed numbers ...play in physics contexts, and recent evidence shows that unresolved struggle can carry over to subsequent physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. The mathematics education research literature documents the cognitive challenge of conceptualizing negative numbers as mathematical objects--both for experts, historically, and for novices as they learn. We contribute to the small but growing body of research in physics contexts that examines student reasoning about signed quantities and reasoning about the use and interpretation of signs in mathematical models. In this paper we present a framework for categorizing various meanings and interpretations of the negative sign in physics contexts, inspired by established work in algebraic contexts from the mathematics education research community. Such a framework can support innovation that can catalyze deeper mathematical conceptualizations of signed quantities in the introductory courses and beyond.
PDF
