Self‐stigma and domains of well‐being in high school youth: Associations with self‐efficacy,self‐esteem,and self‐criticism

Self‐stigma is a phenomenon in which negative public stereotypes about mental illness are internalized and can undermine help‐seeking. Unfortunately, little is known about how self‐stigmatization relates to positive well‐being indicators among youth. A sample of 134 high school students completed established measures of self‐stigma, well‐being, self‐esteem, self‐efficacy, and self‐criticism. Analyses confirmed that self‐stigma was associated with overall well‐being and five well‐being subscales (autonomy, environmental mastery, personal growth, positive relations, and self‐acceptance); the strongest associations were with autonomy and positive relations with others. The majority of these associations still held when simultaneously controlling for self‐esteem, self‐efficacy, and self‐criticism. Taken together, findings point to the need for greater awareness of self‐stigma along with an explicit focus on the promotion of protective well‐being in prevention work and interventions designed to alleviate the tendency for young people to internalize stigma. Additionally, findings have theoretical implications for the “why try” model of self‐stigma.     

Alcohol‐Related Consequences Among First‐Year University Students: Effectiveness of a Web‐Based Personalized Feedback Program

This study evaluated the effectiveness of a web‐based personalized feedback program using an objective measure of alcohol‐related consequences. Participants were assigned to either the intervention group or an assessment‐only control group during university orientation. Sanctions received for campus alcohol policy violations were tracked over the academic year. Results indicated high‐risk drinkers in the control group received significantly more sanctions than other students. Results support the effectiveness of web‐based interventions.     

Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure

This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.     

‘Diff‐ability’ not ‘disability’: right‐brained thinkers in a left‐brained education system

This article draws on critical disability studies, challenging the exclusion of right‐brained thinkers from an education system designed to privilege left‐brained thinkers. It focuses on individuals who are labelled dyspraxic, providing data from qualitative interviews with adults about childhood experiences in school and the impact on their emotional well‐being and peer relationships. Utilising Ornstein's pioneering research on the bilateral specialisation of the brain and hemispheric dominance in addition to a critical disability studies theoretical framework, this article innovatively argues that the fact that education in England continues to be delivered in a logical sequential form, even 40 years after Ornstein's work, is systemic discrimination in which dyspraxic children are constructed as ‘deviant’. The article concludes by arguing that individuals with dyspraxia should be seen as having a ‘diff‐ability’ in thinking style rather than a disability and therefore recommends both change and awareness‐raising at institutional level in the education system.     

Experiences of Counselors‐as‐Clients in Counselor Education

Eight professional counselors who routinely role‐play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person‐centered care in counselor education.     

Dealing with non‐normality: an introduction and step‐by‐step guide using R

The article presents some notes on normalization and illustrates these procedures using graphing functions in R. Using real data, the paper also presents an R package and online Shiny app that efficiently transforms variables in large datasets.     

Meta‐analysis and mega‐analysis: A simple introduction

Statistical methods are increasingly being used to integrate findings from the ever‐expanding universe of empirical research. Meta‐analysis encompasses various techniques for synthesizing summary statistics, and mega‐analysis pools raw data across studies. This paper offers an introduction to meta‐analysis and mega‐analysis that complements the study of analysis of variance (ANOVA). After a brief conceptual discussion, we provide simple numerical examples.     

The self‐concepts and perceived competencies of gifted and non‐gifted students: a meta‐analysis

The current meta‐analysis compares the self‐concepts and perceived competencies of gifted and non‐gifted students. Using meta‐analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non‐gifted students on measures of academic and behavioural perceived competence, as well as global self‐concept. Gifted students scored significantly lower than non‐gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non‐gifted students' scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students' appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive.     

Teaching first‐year statistics students with COVID‐19 real‐world data: Graphs

It is said that a picture is worth a thousand words, but what about graphs? Although graphs have the potential to bring data to life, numerous studies show that learners struggle with graphical comprehension. Furthermore, many textbook examples on graphs are boring and appear meaningless to students. Students want to know more about something which is interesting, meaningful, and worth knowing, in other words, something relevant. With the outbreak of the novel coronavirus in December 2019, COVID‐19 is dominating the news worldwide, and the internet is flooded with visual presentations about the virus. To make statistics more fascinating and exciting, relevant and real‐world data such as these can be used in the classroom to stimulate the learning of important statistical concepts such as graphs. Curcio's three levels of graphical comprehension were used as a framework in this study, while the importance of developing a global view on distributions was also emphasized.     

Examining between‐group and within‐group effects of a peer‐assisted reading strategies intervention

The present study sought to evaluate the effects of a reading strategy instructional program on the reading competence of third‐grade students. Students were instructed in fluent and strategic reading by trained research assistants in whole class settings and subsequently worked on expository text material together with peers. Their reading competence was assessed continuously: in the baseline phase prior to the intervention (4 times), while the intervention was in place (8 times), and after the end of the intervention (4 times). Additionally, reading competence in the wait list control students was assessed 8 times during the same time period. Accordingly, within‐ and between‐group comparisons of students’ test scores were conducted on the data, with both resulting in significant positive effects on the reading competence of intervention students. This research provides an example of how to strengthen the validity of quasiexperimental intervention research through the addition of design features like multiple measurement points.     

In‐Place and In‐Time

This article presents parallel and collaborative research and teaching practices that expand approaches to encountering site through the lenses of observation and performative drawing. These drawing practices record phenomena, whilst in their presence, through a designed temporal framework. This asks the drawer to observe over a duration of time and to record the world in motion. By spending an extended period of time in the presence of the phenomenon of our study, with active receptivity, our capacity to see shifts. Rather than the drawn outcomes of this observation recording a past time, the notion of experiential time – and an expanded present – is embedded in the act of drawing. These processes of observation and performative drawing allude to Edmund Husserl’s expression of a ‘thickened present’. The outcomes of this drawing practice demonstrate that observational techniques are embodied, relational, temporal and generative and so offer an alternative approach to site analysis. How this approach sits within the larger domain of spatial temporal relationships and forms of drawing are also considered.     

An Examination of College Students' Problem‐Solving Self‐Efficacy,Academic Self‐Efficacy,Motivation, Test Performance,and Expected Grade in Introductory‐Level Economics Courses

This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed.     

Inter‐agency approaches to the development of a school‐based student health service

Young people living in rural areas lack opportunities for accessing health advice and care without reference to a parent, carer, or other adult. In this article Jane Harrison and Jane Bullock provide the rationale for the development in 1997 of Bodyzone, a school‐based health service to address this problem. Presented here as a case study, Bodyzone, twenty of which have been started in Oxfordshire, demonstrates the value of such a service to young people and teachers. The multi‐agency sessions are held once a week either on school premises or in youth or sports centres nearby. The service is accessed by self‐referral and the sessions are drop‐in. The provision of this service enables young people to begin to take responsibility for their health and to meet health professionals on their own territory, rather than that of the agency.     

Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy

The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists.     

Prevalence and predictors of out‐of‐field teaching in the first five years

Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out‐of‐field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science‐specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017     

Using Thematic Analysis to Facilitate Meaning‐Making in Practice‐Led Art and Design Research

This article argues that thematic analysis could aid artist‐researchers in enhancing the arguments they construct in their fields of interest as they move through research projects. It discusses some of the distinctive features and obstacles of practice‐led research in art and design and relates them to the use of thematic analysis. Artistic research often includes acts of interpretation, where the artist‐researcher reflects on his or her artistic work process and the context of the artefacts created during the process. A systematic thematic approach is important for the whole process, because it supports the separate work periods of artmaking and conceptualising and binds them to the study. In its theoretical freedom, thematic analysis provides a flexible and useful research tool that can bridge the two realms of knowing in practice‐led research, potentially providing a rich and synthesised account of the creative experience. The benefits of thematic analysis will be demonstrated by examining two examples.     

Developing medical students as teachers: An anatomy‐based student‐as‐teacher program with emphasis on core teaching competencies

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student‐as‐teacher (SAT) programs that provide near‐peer teaching opportunities to senior medical students. Near‐peer teaching is widely regarded as an effective teaching modality; however, whether near‐peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy‐based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web‐based survey was sent to all teaching assistants in the anatomy‐based SAT program over the past five years (2007–2011). Survey questions were constructed based on previously published competencies in seven teaching domains – course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy‐based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Anat Sci Educ 6: 385–392. © 2013 American Association of Anatomists.