Effects of curriculum organisation on study progress in engineering studies

Procrastination and time investment areimportant issues in the study of studentperformance and progress. Previous research onthese issues has mainly concentrated uponindividual differences between students inpersonality and time management skills.However, study progress depends not only onstudent characteristics but also on theorganisation of the curriculum. A multilevelanalysis that was carried out on dataconcerning 1578 engineering students on twelvedifferent programmes provides evidence thatvariation in study progress can partly beattributed to curriculum organisation. Thespread of study activities over the year,instruction characteristics and examinationcharacteristics were found to have effects onprogress. This implies that institutes inhigher education may improve their studentsprogress to some extent by means of efficientcurriculum organisation.     

Functioning and participation of students with ADHD in higher education according to the ICF-framework

Due to an increasing number of students with ADHD in higher education and the difficult course of their academic career, a comprehensive overview of participation and functioning of this group is needed. A comprehensive search was performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic databases in June 2014. This systematic literature review synthesises 22 articles. Most selected articles focused on body functions and structures (n = 16). If we want to support students with ADHD in higher education (e.g., by implementing effective accommodations), it is important to take into account characteristics of the individual student as well as the environment.     

Independent effects of step length and foot strike pattern on tibiofemoral joint forces during running

The purpose of this study was to examine the effects of step length and foot strike pattern along with their interaction on tibiofemoral joint (TFJ) and medial compartment TFJ kinetics during running. Nineteen participants ran with a rear foot strike pattern at their preferred speed using a short (?10%), preferred, and long (+10%) step length. These step length conditions were then repeated using a forefoot strike pattern. Regardless of foot strike pattern, a 10% shorter step length resulted in decreased peak contact force, force impulse per step, force impulse per kilometre, and average loading rate at the TFJ and medial compartment, while a 10% increased step length had the opposite effects (all P < 0.05). A forefoot strike pattern significantly lowered TFJ and medial compartment TFJ average loading rates compared with a rear foot strike pattern (both <0.05) but did not change TFJ or medial compartment peak force, force impulse per step, or force impulse per km. The combination of a shorter step length and forefoot strike pattern produced the greatest reduction in peak medial compartment contact force (P < 0.05). Knowledge of these running modification effects may be relevant to the management or prevention of TFJ injury or pathology among runners.     

Fear Appeals in Health Communication: Should the Receivers’ Nationality or Cultural Orientation be Taken into Account?

This study investigated the influence of both nationality and cultural orientation on reactions to fear appeal messages including a self-targeted or a family-targeted threat. Participants from Spain (n = 138) and from the Netherlands (n = 127) either read a version of a story that accentuated the misery of a girl suffering from chlamydia, or a version that focused on her parents’ sorrow. Cultural orientation was assessed using a scale for measuring individualism and collectivism, and a scale for measuring familism. Contrary to claims from the earlier studies, neither nationality nor cultural orientation proved to interact with message version on any of the outcome variables.     

A model for understanding collaborative information behavior in context: A study of two healthcare teams

Collaborative information behavior is an essential aspect of organizational work; however, we have very limited understanding of this behavior. Most models of information behavior focus on the individual seeker of information. In this paper, we report the results from two empirical studies that investigate aspects of collaborative information behavior in organizational settings. From these studies, we found that collaborative information behavior differs from individual information behavior with respect to how individuals interact with each other, the complexity of the information need, and the role of information technology. There are specific triggers for transitioning from individual to collaborative information behavior, including lack of domain expertise. The information retrieval technologies used affect collaborative information behavior by acting as important supporting mechanisms. From these results and prior work, we develop a model of collaborative information behavior along the axes of participant behavior, situational elements, and contextual triggers. We also present characteristics of collaborative information system including search, chat, and sharing. We discuss implications for the design of collaborative information retrieval systems and directions for future work.     

Readiness and expectations questionnaire: a cross-cultural measurement instrument for first-year university students

The readiness and expectations questionnaire (REQ) assesses first-year students’ expectations and preparedness for their first year in university. This measurement instrument is useful for educational policy and curriculum development; it can also be used to predict the outcomes of the first year of college. This instrument was initially developed to compare students enrolled in programs in the Netherlands and New Zealand, with predominant populations of domestic students. However, the Bologna process and globalisation trends also have increased the availability of international degree programmes. This raised the question whether the REQ can be used to compare groups of international students. Therefore, this article aims to assess the cross-cultural measurement equivalence of the REQ in international bachelor degree programmes in economics and business in a Dutch university, taught in English. The results indicate that not all aspects of the instrument achieve measurement equivalence, but most of its scales, with some adaptations, can evaluate students’ expectations and preparedness and thus encourage a better match between student and institution.     

Reading and reading-related skills in children using cochlear implants: prospects for the influence of cued speech

We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children.