A developmental study of the relationship between reading development and the self-system

The aims of this three-year longitudinal study were to examine 1) the concurrent development of different components of the self-system; 2) how the development of this self-system relates to cognitive and metacognitive development in reading; and 3) whether or not there are gender differences both in the development of the self-system as well as in its relation to the development of reading. One hundred and seventy-eight elementary school children were first assessed in the fourth grade and then again in each of the two following years. A similar pattern of intercorrelations between self-system components was evident for boys and girls, and this pattern was quite stable across the three school grades. In addition, similar patterns of moderate relations between the self-system and cognitive and metacognitive development in reading were observed across time. According to these findings, there appears to be some stability, consistency and coherence in how late elementary school children’s beliefs about themselves as learners are organized in their self-system. It is also evident that children of this age are able to make valid self-appraisals of their capabilities.     

Perspectives on Age and Continuing Professional Development for Nurses: A Literature Review

The need for nurses to participate in continuing professional development (CPD) is growing to keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older. Ageing leads to changes in biological, psychological, and social functioning. Little is known about the effects of age-related changes on nurses’ CPD. A literature review was conducted to examine whether and how CPD differs across age groups. A framework with five perspectives on age was used in an attempt to distinguish factors contributing to these age differences. Given the limited research on this topic with respect to nurses, we also included studies of workers in general. The literature search revealed 27 relevant studies. In general, older workers appeared less likely to participate in CPD, when considering formal learning activities and late-career workers (older than 50/55 years). We found no clear age patterns for motivation to participate in CPD, for learning outcomes, and for participation in informal and non-formal learning activities. The study showed that more nuanced results are found when studies distinguish at least three age groups. By using different perspectives of age, a comprehensive overview of age-related factors in CPD was generated and gaps in current research were identified. Recommendations for further research are discussed, such as the need for research on whether the types of learning activities that nurses undertake change with ageing.     

A right to be heard: learning from learners with additional needs in literacy

This study aimed to explore the consultation experiences of pupils who have additional needs in literacy. An opportunistic sample of eight schools – four in Northern Ireland and four in the Republic of Ireland – were chosen by the researchers; selected pupils were receiving additional literacy support. Focus group discussions and arts‐based creative methodologies were used through which visual and verbal stimuli supported and extended the narratives of the children. The findings showed that pupils have a capacity for self‐reflection and metacognitive talk around literacy. They had a keen awareness of their specific difficulties and the reading strategies they use. However, they wished for greater choice in how literacy support is organised and for more information about individual reading targets and scores. There was a great desire among pupils for consultation at meetings concerning their progress. Involving pupils in planning and evaluating their literacy learning needs as a fundamental right raises questions about teachers’ current protectiveness of pupils with additional needs.     

The influence of familial support and dysfunctional attitudes on depression and delinquency in an adolescent population

This study evaluates the role of familial support and dysfunctional attitudes in depression, delinquency and the concomitance of these disorders in an adolescent population from a middle-class community in the Trois-Rivieres area. The Beck Depression Inventory and the Mesure d'adaptation sociale et personnelle pour adolescents québécois —MASPAQ (Measure of social and personal adaptation in Quebec adolescents) were used respectively to evaluate depression and delinquency. The Mesure de la perception du soutien familial (Measure of perceived social support — family) and échelle des attitudes dysfonctionnelles (Dysfunctional attitude scale) served to evaluate the familial and cognitive variables of the study. The findings confirm that a higher incidence of disorders concerning depression and delinquency in adolescents is associated with a lower level of familial support. Moreover, whereas dysfunctional attitudes concerning dependence and achievement are related to the presence of internal disorders such as depression, dysfunctional attitudes concerning self-control are linked to external problems such as delinquency. Findings of the test on the mediating role of dysfunctional attitudes in the relationship between familial support on the one hand and depression and delinquency on the other, do not support the presence of such a role.