College Students’ Reasons for Depression Nondisclosure in Primary Care

Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment.     

Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.     

WOMBAT A tool for mixed model analyses in quantitative genetics by restricted maximum likelihood （REML）

WOMBAT is a software package for quantitative genetic analyses of continuous traits, fitting a linear, mixed model; estimates of covariance components and the resulting genetic parameters are obtained by restricted maximum likelihood. A wide range of models, comprising numerous traits, multiple fixed and random effects, selected genetic covariance structures, random regression models and reduced rank estimation are accommodated. WOMBAT employs up-to-date numerical and computational methods. Together with the use of efficient compilers, this generates fast executable programs, suitable for large scale analyses. Use of WOMBAT is illustrated for a bivariate analysis. The package consists of the executable program, available for LINUX and WINDOWS environments, manual and a set of worked example, and can be downloaded free of charge from http://agbu. une.edu.au/~kmeyer/wombat.html     

Infant joint attention, temperament, and social competence in preschool children

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.     

Gender differences in mathematics and science competitions: A systematic review

Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out-of-school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self-concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.     

Social identification,exercise participation,and positive exercise experiences: Evidence from parkrun

Growing evidence suggests that social identities may have profound implications for physical activity participation. Real-world examinations of this relationship have, however, been lacking, with research predominantly examining intentions and hypothetical scenarios. To address this shortcoming and further advance understanding in this area, the present study tested relationships between group identification, participation, two exercise-specific outcomes (exercise-specific satisfaction and group cohesion), and a broad health indicator (life satisfaction) among individuals recruited from parkrun. Participants (N = 289) completed questionnaires measuring all variables except participants’ parkrun participation, which was objectively assessed. Structural equation modeling demonstrated that group identification was significantly associated with greater participation, exercise-specific satisfaction, group cohesion, and life satisfaction. Findings provide real-world evidence of the health-related benefits associated with forming strong social identities in exercise settings.     

Rethinking Polanyi’s Concept of Tacit Knowledge: From Personal Knowing to Imagined Institutions

Half a century after Michael Polanyi conceptualised ‘the tacit component’ in personal knowing, management studies has reinvented ‘tacit knowledge’—albeit in ways that squander the advantages of Polanyi’s insights and ignore his faith in ‘spiritual reality’. While tacit knowing challenged the absurdities of sheer objectivity, expressed in a ‘perfect language’, it fused rational knowing, based on personal experience, with mystical speculation about an un-experienced ‘external reality’. Faith alone saved Polanyi’s model from solipsism. But Ernst von Glasersfeld’s radical constructivism provides scope to rethink personal tacit knowing with regard to ‘other people’ and the intersubjectively viable construction of ‘experiential reality’. By separating tacit knowing from Polanyi’s metaphysical realism and drawing on Benedict Anderson’s concept of ‘imagined communities’, it is possible to conceptualise ‘imagined institutions’ as the tacit dimension of power that shapes human interaction. Whereas Douglass North claimed institutions could be reduced to rules, imagined institutions are known in ways we cannot tell.     

Relationships between training load, injury, and fitness in sub-elite collision sport athletes

The purpose of this study was to develop statistical models that estimate the influence of training load on training injury and physical fitness in collision sport athletes. The incidence of training injuries was studied in 183 rugby league players over two competitive seasons. Participants were assessed for height, body mass, skinfold thickness, vertical jump, 10-m, 20-m and 40-m sprint time, agility, and estimated maximal aerobic power in the off-season, pre-season, mid-season, and end-season. Training load and injury data were summarised into pre-season, early-competition, and late-competition training phases. Individual training load, fitness, and injury data were modelled using a logistic regression model with a binomial distribution and logit link function, while team training load and injury data were modelled using a linear regression model. While physical fitness improved with training, there was no association (P=0.16-0.99) between training load and changes in physical fitness during any of the training phases. However, increases in training load during the early-competition training phase decreased (P= 0.04) agility performance. A relationship (P= 0.01-0.04) was observed between the log of training load and odds of injury during each training phase, resulting in a 1.50 - 2.85 increase in the odds of injury for each arbitrary unit increase in training load. Furthermore, during the pre-season training phase there was a relationship (P= 0.01) between training load and injury incidence within the training load range of 155 and 590 arbitrary units. During the early and late-competition training phases, increases in training load of 175-620 arbitrary units and 145-410 arbitrary units, respectively, resulted in no further increase in injury incidence. These findings demonstrate that increases in training load, particularly during the pre-season training phase, increase the odds of injury in collision sport athletes. However, while increases in training load from 175 to 620 arbitrary units during the early-competition training phase result in no further increase in injury incidence, marked reductions in agility performances can occur. These findings suggest that reductions in training load during the early-competition training phase can reduce the odds of injury without compromising agility performances in collision sport athletes.