The Relationships Between Life Satisfaction,Gender, Social Security,and Depressive Symptoms Among Elderly in Turkey

The main aim of this study was to investigate the relationships between life satisfaction, gender, social security, and depressive symptoms of the Turkish elderly. This cross-sectional study included 216 (female = 127, male = 89) participants with ages ranging from 60 to 93 years (mean = 71.60 ± 7.39). Information Gathering Form and Life Satisfaction and Geriatric Depression Scales were used for data collection. It was determined that 42.1% of the elderly who participated in this study had high depressive symptoms scores. Life satisfaction (OR = 0.63, 95% CI = 0.53–0.71), lack of social security benefits (OR = 3.52, 95% CI = 1.25–9.89), and gender (OR = 2.53, 95% CI = 1.17–5.50) predicted the depressive symptoms significantly. The results of the study indicate that while depression risk increases, life satisfaction decreases. In addition, lack of social security benefits and being female also increase the risk of depression in the Turkish elderly.     

Intercultural sensitivity,empathy, self-concept and satisfaction with life in primary school students / Sensibilidad intercultural,empatía,autoconcepto y satisfacción con la vida en alumnos de educación primaria

Abstract

The aim of this study is to analyse the relationships between intercultural sensitivity, empathy, self-concept and satisfaction with life in upper level primary school students. Possible gender differences in these variables are analysed, and their results on self-concept, empathy and satisfaction with life are compared in students with higher and lower levels of intercultural sensitivity. The sample is composed of 473 students (52% boys and 48% girls) between 10 and 13 years old (M = 10.79, SD = 0.74). The results show more intercultural sensitivity, emotional empathy and academic self-concept in girls compared with boys, and higher levels of emotional empathy, social self-concept and satisfaction with life in students with more intercultural sensitivity. These results and their possible implications for the development of intervention programs in intercultural education are discussed.     

Millennials,Technology and Perceived Relevance of Community Service Organizations: Is Social Media Replacing Community Service Activities?

This mixed-methods qualitative study examined the relationship between perceptions of the importance of social media (i.e., Facebook, Twitter) with community service projects and volunteerism. Participants (n = 80) were interviewed and surveyed regarding their experiences in participating in a variety of community service work (CSW) projects (i.e., urban forestry, community gardening) with their perceptions of the importance of social media. Results supported the hypothesis that a significant correlation exists (r = .286, p < .05) between perceptions of technology as an important part of my life and reduced importance of CSW activities. A significant correlation (r = 287, p < .001) also developed between perceptions of “connectedness” to one’s community, increased technology use and reduced perceptions of the importance of CSW activities. Additionally, a significant positive correlation (r = .454, p < .001) was found between reports of improved perceptions among ethnically diverse populations and the overall importance of CSW activities within the community. Results and suggestions for further research are offered regarding the application of theory to “real world” perspectives and problems involving education and environmental issues.     

Examining Mental Health Differences Among Transfer University Students Seeking Counseling Services

This brief report was designed as a follow-up to a study that found that compared to nontransfer students that presented to the counseling center, transfer students who presented to the counseling center endorsed higher levels of symptoms of depression and social anxiety, as well as more academic and family problems. The current study investigated mental health differences within the transfer student population based on when (i.e., this semester; last semester; last year; 2 years ago; more than 2 years ago) and from where (i.e., community college vs. 4-year institution) students transferred. There were no significant differences based on when and from where students transferred. However, these findings still may be clinically meaningful and implications are presented.     

Organizational Identification: A Mixed Methods Study Exploring Students’ Relationship with Their University

Organizational identification (OID) is the outcome of social construction processes in which individuals define themselves in terms of their organizational membership. Students’ identification with their university reflects value congruence with the institution and is reflected in communication. Drawing on social identity theory (SIT) and utilizing quantitative and qualitative data from students (n = 555), we found relationships between OID and construed external image of the university, trust in the university, satisfaction with the university, perceived interorganizational competition, and outcomes, including intended future involvement. Students were re-surveyed nine months later (n = 397, with 83 respondents matching Time 1 and Time 2) to assess their OID stability. Open-ended responses describe situations and events that strengthen/lessen OID. We offer implications for OID, SIT, and for organizational communication research and practice.     

Taiwanese Grandmothers: Strengths and Learning Needs as Perceived by Grandmothers,Mothers, and Granddaughters

The purposes of this study were to (a) determine how three generations of females from the same families perceived the grandmothers, (b) identify strengths and learning needs of the grandmothers, and (c) recommend guidelines and curriculum themes to assist the grandmothers in adjusting to change. The 348 Taiwanese subjects included grandmothers (n = 116), mothers (n = 116), and teenage granddaughters (n = 116). Subjects completed a Mandarin version of the Grandparent Strengths and Needs Inventory. Each generation reported favorable ratings for grandmothers on the frustration, difficulty, information needs, and satisfaction scales. Unfavorable ratings were given for the teaching and success scales.     

Fear as a Predictor of Life Satisfaction in Retirement in Canada

In developed countries, healthy retirees can fulfill their life, but may fear growing old. Yet, there is little empirical data on the relationship between this fear and life satisfaction. This cross-sectional, correlational survey study tested whether a new, summated measure of Fears About Growing Old (FAGO)—derived from exemplifications of Laslett, who posited the theory of the Third Age—significantly predicted life satisfaction and retirement satisfaction after adjusting for significant social participation covariates. A total of 190 Canadian retirees at three senior centers in Ontario, Canada, completed surveys. A pilot study established the reliability and validity of the scales, including the FAGO, used to assess the independent variable. In a regression analysis, fear (R ² _change = .06) was found to be a statistically significant predictor of life satisfaction when controlling for five covariates (current activity, circumstance and pursuing own interest as two reasons for retirement, postretirement work, and perceived social support); overall R ² = .26. For retirement satisfaction, fear significantly explained variance in the outcome (R ² _change  = .04) while controlling for two significant covariates (current activity and perceived social support); overall R ² = .14. A work by gender interaction on satisfaction was not found. Other than fear about loss of mobility, men rated loss of partner very high; women rated mortal disease very high. The lowest fear was loss of retirement income for men and loss of earning-power for women. Canada's poverty preventive programs successfully supported senior postretirement life. The FAGO was useful to find senior needs.     

Education,Functional Limitations,and Life Satisfaction Among Older Adults in South Korea

This study examined the associations of educational level with functioning and life satisfaction among community-dwelling older adults in South Korea (n = 4,152). The sample was drawn from Wave I of the Korean Longitudinal Study on Aging. To examine educational disparities, separate analyses were run to note predictors in less educated (below the 6th grade) and better educated (above the 6th grade) respondents. Educational disparities were found in major predictors of health and well-being. Older age and lower cognition were strong predictors of functional limitations, while being married, receiving public assistance, and better psychological functioning were associated with greater life satisfaction. The health and well-being of less educated respondents were influenced by demographic factors, while social engagement and psychological functioning were more prominent predictors for better educated respondents. These findings highlight the importance of enhancing cognitive functioning and function among older adults in Korea to promote their health and well-being.     

The role of social community and individual differences in minority mentoring programs

Researchers have examined various outcomes of undergraduate minority mentoring programs. However, there is a significant gap in research about how program members with different demographic backgrounds may not have the same experiences or outcomes as other members despite being subject to the same program elements. To address these gaps, we employed a social community framework to examine the differences across the perceptions of connectedness to a social community and participant outcomes of members of the University of Illinois at Urbana-Champaign (UIUC) Merit Program (MP) for Emerging Scholars. An ANOVA was performed for a study sample of n = 179 current and past MP participants. Results indicated a need to: (a) find ways to translate experiences to lower performing groups, (b) identify other approaches to build resilience and encourage connections and engagement in communities of practice, and (c) explicitly educate all participants in the importance of social community in their professional development.     

Relations among school connectedness,hope, life satisfaction,and bully victimization

This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students' Life Satisfaction Scale. Multigroup latent mean analysis revealed significant group mean differences in hope, school connectedness, and life satisfaction, supporting our bullying classification. Multigroup structural model analysis showed differential patterns between hope, school connectedness, and life satisfaction. Specifically, school connectedness partially mediated the relation between hope and life satisfaction for the Nonvictims only. The effect of hope on school connectedness was stronger for the Bullied Victims than the Nonvictims, and the effect of hope on life satisfaction was stronger for the Peer Victims and Bullied Victims than the Nonvictims group. Implications for research and practice are discussed. © 2008 Wiley Periodicals, Inc.     

Investigating the effectiveness of a learning activity supported by a mobile multimedia learning system to enhance autonomous EFL learning in authentic contexts

A learning activity supported by a mobile multimedia learning system (MMLS) was designed in this study. We aimed to test the effectiveness of the learning activity to enhance autonomous language learning in quasi-experimental Study 1 using a pretest/posttest design. Two groups participated in the learning activity: the students in a control group (n = 27) completed the activity using traditional approach whereas the students in an experimental group (n = 26) completed the activity using MMLS. The results of Study 1 showed that the experimental students outperformed their counterparts on the post-test (F = 29.602, p < 0.005, partial eta-squared = 0.372). In a non-experimental Study 2, the experimental students (n = 26) were assigned two learning tasks, the first task was completed individually and the second task in collaboration. We aimed to investigate which learning approach to complete tasks (i.e. individual vs. collaborative) enhances learning performance better by comparing students’ scores on two tasks. In addition, we explored students’ perceptions towards MMLS. The results of Study 2 showed that the students had better learning performance when they completed tasks in collaboration than individually. The results also showed that the students had high perceptions towards MMLS. Based on our results, we make suggestions and provide directions for future research.     

Energy,Episode, and Relationship: A Test of Communicate Bond Belong Theory

To test the communicate bond belong (CBB) theory, this investigation explores the association between communication episode and closeness, affective well-being, and social energy expenditure. Participants from community (n = 62) and student (n = 54) samples were contacted five times a day for five consecutive days and reported on social interactions. Multilevel model results (n = 2,722) indicated that four episodes (i.e., affection, meaningful talk, catching up, joking around) were associated with greater closeness and affective well-being. Energy expending episodes occurred less frequently than less expending interactions. The ratio of closeness to social energy expenditure was associated with greater well-being and decreased likelihood of future social interaction. Both interaction partner and communication episode independently contributed to closeness and affective well-being. Findings offer initial support for two propositions and the principle of energy conservation in CBB theory, and contribute to research on the relationship-constituting function of everyday talk.     

Motor coordination difficulties in 5–6‐year‐old children with severe behavioural and emotional problems

Incidence, severity and types of motor difficulties in children with severe behavioural and emotional problems were evaluated. A group of 6‐year‐olds (n = 29) with such problems and controls (n = 29) were compared on the Movement Assessment Battery for Children (M‐ABC). The groups were compared on total scores as well as manual dexterity, ball skills and balance. Individual M‐ABC profiles were compared with Teacher's Report Form profiles. It was found that 62.1% in the high‐risk group and 20.7% in the control group showed motor coordination difficulties. In the high‐risk group 55.2% fulfilled the criteria of the DSM‐IV for developmental coordination disorder, compared to 3.4% controls. The high‐risk group showed significant difficulties within all sub‐areas of the M‐ABC. There was a significant relationship between attention problems and manual dexterity difficulties. The combination of problems identified makes these children vulnerable with regard to school inclusion and in need of proper assessment and intervention.     

The contribution of extracurricular coaching on high school teachers’ job satisfaction

The purpose of the present study was to explore the contribution of extracurricular coaching on high school teachers’ job satisfaction. Specifically, the study looked at how perceptions of the coaching environment (athlete relationships, colleague relationships and opportunities through coaching) influenced teachers’ perceptions of stressors (athlete-related and workload-related) and coaching efficacy, and how this in-turn influenced teachers’ job satisfaction. The sample examined 2949 teachers from across Canada who volunteered as high school sport coaches, above and beyond their regular teaching load. The results supported that the data fit the model well (SBχ²₍₂₆₄₎ = 973.36, p < .001, SRMR = .08, CFI = .91, TLI = .90, RMSEA = .055 CI₉₅ [.052, .059]) and that teachers who reported a positive coaching environment had increased coaching efficacy and decreased perceptions of athlete-related and workload-related stressors. Increased coaching efficacy predicted higher job satisfaction, while increased perceptions of stressors predicted lower job satisfaction.     

A journey of self‐discovery: an intervention involving massage,yoga and relaxation for children with emotional and behavioural difficulties attending primary schools

This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day.     

Developmental Dyscalculia and Down Syndrome: Indicative Evidence

ABSTRACT

This study investigated the hypothesis that developmental dyscalculia is part of the behavioural phenotype of Down syndrome. One hundred and fifty-one individuals with Down syndrome across three age groups contributed data. These age groups were: 6–8 years (n = 41); 13–15 years (n = 70); and 20–22 years (n = 40). Data were collected using the Stanford-Binet (Fourth Edition) and age equivalent scores on the Pattern Analysis and Quantitative subscales were used in the analyses. A repeated measure ANOVA showed a significant difference between performances on the two subtests with an interaction with age group. While performance on Pattern Analysis was better than on Quantitative for all groups the difference was most marked for the oldest group. Approximately 66% of the participants had a higher age equivalent score on the Pattern Analysis subscale than on the Quantitative subscale. It appears to be plausible that developmental dyscalculia contributes to the behavioural phenotype of Down syndrome and further investigation of this proposition is warranted.     

Investigating the Multidimensionality of Need Fulfillment: A Bifactor Exploratory Structural Equation Modeling Representation

This article assesses the multidimensionality of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) using bifactor exploratory structural equation modeling (bifactor ESEM). The first study relies on a sample of community adults (N = 2,301), and revealed the superiority of a bifactor ESEM representation, supporting the 6-factor structure of BPNSFS ratings, and the presence of a single continuum of need fulfillment relative to 2 distinct dimensions reflecting need satisfaction and frustration. These results were replicated in a second representative sample of the Hungarian adult population (N = 504), as well as across gender, and found no evidence of differential item functioning as a function of age. Relative to males, females presented higher levels of relatedness satisfaction and lower levels of competence satisfaction. Finally, autonomy frustration decreased with age, whereas competence satisfaction and frustration presented opposite curvilinear tendencies, showing that the fulfillment of this need increased sharply for younger participants, a tendency that became less pronounced with age.     

Differences in Stigma and Attitudes Toward Counseling Between College Student-Athletes and Nonathletes

ABSTRACT

Researchers have inconsistently found differences between student-athletes and nonathletes regarding levels of stigma and attitudes toward counseling. One limitation of previous comparison studies is that they do not control for factors known to influence attitudes and stigma, such as gender and previous treatment history. Therefore, the purpose of this study was to examine differences in stigma and attitudes toward counseling between a sample of student-athletes and nonathletes while controlling for these variables. In this brief report (N = 902), we used multivariate analysis of covariance (MANCOVA) to analyze differences between the groups. After controlling for gender and previous therapy experience, there were no differences between the groups on stigma or attitudes. The results of this study have implications for future outreach and intervention with student-athlete populations.     

A Cross-Linguistic,Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability

ABSTRACT

The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.     

Specificity and overlap in skills underpinning reading and arithmetical fluency

The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled (TRIPLE, n = 9), and typically developing students (NON-LD, n = 40). Multivariate analyses of covariance and variance component analyses showed that reading problems are characterised by difficulties with phonological processing and with rapid automatic naming. Problems with executive functioning and with digit span were typical for students with arithmetical fluency difficulties. RAD students had problems with phonological processing, rapid naming, executive functioning, and digit span. Impairments in number fact fluency, digit span, loudness perception, speeded sound manipulation, and coding, which all share a fluency component were common to problems with reading and arithmetical fluency.