Real-Time Peer Review: An Innovative Feature to an Evidence-Based Practice Conference

Many health sciences librarians as well as other professionals attend conferences on a regular basis. This study sought to link an innovative peer review process of presented research papers to long-term conference outcomes in the peer-reviewed professional journal literature. An evidence-based conference included a proof-of-concept study to gauge the long-term outcomes from research papers presented during the program. Real-time peer review recommendations from the conference were linked to final versions of articles published in the peer-reviewed literature. The real-time peer review feedback served as the basis for further mentoring to guide prospective authors toward publishing their research results. These efforts resulted in the publication of two of the four research papers in the peer-viewed literature. A third presented paper appeared in a blog because the authors wanted to disseminate their findings more quickly than through the journal literature. The presenters of the fourth paper never published their study. Real-time peer review from this study can be adapted to other professional conferences that include presented research papers.     

A Person-Centered Approach to Child Temperament and Parenting

The aim of this study was to examine how variations in children's temperamental reactivity and mothers’ parenting stress relate to parenting behavior. A sample of 3,001 mother–child dyads was assessed when children were 14, 24, 36, and 54 months. Latent profile analysis identified a group of temperamentally “easy” children whose mothers experienced little parenting stress, along with two groups of highly reactive children differentiated by mothers’ stress levels. Maternal negative regard over time was highest in the group of reactive children with highly stressed mothers. Mothers in this group also perceived more child behavior problems and had less knowledge of child development. Results are discussed relative to Person × Environment interactions and the complex interplay between parent and child characteristics.     

Becoming Counselors Through Growth and Learning: The Entry Transition Process

This article explored counselor development within the entry transition into counselor education programs using 4 interviews and interpretive dialogues with 8 beginning counselors. Six categories resulted from the authors' grounded theory analysis: Anticipation, Evolving Identity, Growth and Learning, Coping, Choosing to Trust the Process, and Interacting With Feedback.     

The use of motivation theory in engineering education research: a systematic review of literature

Motivation is frequently studied in the context of engineering education. However, the use of the term motivation can be inconsistent, both in how clearly it is defined and in how it is implemented in research designs and practice. This systematic literature review investigates the use of motivation across recent engineering education publications. Results show that the majority of engineering education publications referencing motivation as a concept do not provide a clear definition for the term, nor do they draw upon the existing body of literature surrounding motivation. Within the publications that do draw upon motivation literature, we found that a small number of frameworks were most prominent. We believe that both of these factors potentially inhibit the understanding of motivation in engineering education. Therefore, we provide a number of suggestions for how researchers and practitioners can work to rectify these trends.     

Detecting Faking Good and Faking Bad With the Substance Abuse Subtle Screening Inventory—3 in a College Student Sample

Claims that the Substance Abuse Subtle Screening Inventory‐3 (SASSI‐3; F.G. Miller & L.E. Lazowski, 1999) defeats defensiveness have not been independently verified. This study investigates the SASSI‐3's ability to discriminate faking (faking good, problem denial; faking good, claiming extreme virtue; faking bad) from standard answering. Although the results suggest that the Defensiveness scale detects faking, the Subtle Attributes scale was manipulated. These results call into question the SASSI‐3's utility in detecting substance dependence among college students.