Metacognitive Realism: a cognitive style or a learning strategy?

Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsu‐lated in the question: “How far do I already know the content I am supposed to learn?” The authors address the following issues: (1) Is realism in metacognition a stable trait in learners?; (2) If not, by what is it influenced?. After a short review of the literature on the topic and the examination of experimental evidence, metacognition is considered as both a style and a strategy. The need for a taxonomy of metacognitive realism is demonstrated in order to clarify the topic and to facilitate applied research.     

A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social–Emotional Competence

Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.     

Analysis of the Meanings of the Antiderivative Used by Students of the First Engineering Courses

In this article, we present the results of the administration of a questionnaire designed to evaluate the understanding that civil engineering students have of the antiderivative. The questionnaire was simultaneously administered to samples of Mexican and Colombian students. For the analysis of the answers, we used some theoretical and methodological notions provided by the theoretical model known as Onto-Semiotic Approach (OSA) to mathematical cognition and instruction. The results revealed the meanings of the antiderivative that are more predominantly used by civil engineering students. Also, the comparison between the mathematical activity of Mexican and Colombian students provides information that allows concluding that the meanings mobilized could be shared among their communities and are not particular of their classroom or university.     

If ego identity is the envelope then adaptive change is the note to self: scaffolding the career choices of adolescents

The first aim of the current article is to primarily propose a model to assist career counsellors in understanding and guiding adolescents towards career commitment. The second aim is to focus on the relationship between career identity and career certainty, and how these positively influence the achievement of ego identity and maturity. Finally, it is proposed that systematically applying a model of adaptive change will prompt adolescents to explore and understand their career options with greater certainty. Applying such a model provides career counsellors with a practical framework to guide adolescents with their career choices.     

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.     

International Counseling Traits: Identifying Counseling Traits Ranked most Important by International Counseling Professionals through Q-Sort Analysis

Research has shown an increase in the study and discussion of international counseling throughout the past decade in the mental health domain. The counseling profession continues to take steps to address the lack of access to and the quality of counseling support throughout the world. A Q-sort methodology was utilized in order to capture an understanding of what might be identified as the most important traits for counselors to consider when counseling in international settings. A uniquely constructed Q-sort model developed from a careful review of the literature resulted in 35 items that were evaluated by 43 participants in two phases of analysis. The results from the Q-sort led to fuller consideration of the 12 counseling traits ranked highest. Three core themes that emerged from the data included: valuing people, personal character, and multicultural intentionality. Discussion about the highest ranked traits and core themes provides consideration of research implications and future studies in international counseling as a whole.     

Mandatory criteria for the application of variability-based parameters of fluid responsiveness: a prospective study in different groups of ICU patients

Background and objective

Stroke volume variation (SVV) has high sensitivity and specificity in predicting fluid responsiveness. However, sinus rhythm (SR) and controlled mechanical ventilation (CV) are mandatory for their application. Several studies suggest a limited applicability of SVV in intensive care unit (ICU) patients. We hypothesized that the applicability of SVV might be different over time and within certain subgroups of ICU patients. Therefore, we analysed the prevalence of SR and CV in ICU patients during the first 24 h of PiCCO-monitoring (primary endpoint) and during the total ICU stay. We also investigated the applicability of SVV in the subgroups of patients with sepsis, cirrhosis, and acute pancreatitis.

Methods

The prevalence of SR and CV was documented immediately before 1241 thermodilution measurements in 88 patients.Results: In all measurements, SVV was applicable in about 24%. However, the applicability of SVV was time-dependent: the prevalence of both SR and CV was higher during the first 24 h compared to measurements thereafter (36.1% vs. 21.9%; P&lt;0.001). Within different subgroups, the applicability during the first 24 h of monitoring ranged between 0% in acute pancreatitis, 25.5% in liver failure, and 48.9% in patients without pancreatitis, liver failure, pneumonia or sepsis.

Conclusions

The applicability of SVV in a predominantly medical ICU is only about 25%–35%. The prevalence of both mandatory criteria decreases over time during the ICU stay. Furthermore, the applicability is particularly low in patients with acute pancreatitis and liver failure.