Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory

Promoting students’ ability to transfer or apply their knowledge and skills to real-life situations is critical in higher education. The current study was designed to test the likelihood that the constructs based on self-determination theory (SDT) framework help understand college students’ perceived knowledge transferability. A total of 3783 undergraduates from 301 classes participated in this study. The results of a series of multilevel modeling analyses indicated that (a) competence satisfaction and identification were the most salient factors influencing students’ perceived knowledge transferability; (b) the SDT-related variables together explained 64.2% of the between-student variance in perceived knowledge transferability; (c) after controlling for student-level covariates and SDT-related variables, 7.9% of the variance in perceived knowledge transferability was caused by between-class differences, and 19.6% of it could be explained by course fields and course levels. Our results, which provide evidence of multilevel factors influencing college students’ perceived knowledge transferability, have implications for promoting transfer in higher education.

     

Key somatic variables associated with,and differences between the 4 swimming strokes

ABSTRACT

This study identified key somatic and demographic characteristics that benefit all swimmers and, at the same time, identified further characteristics that benefit only specific swimming strokes. Three hundred sixty-three competitive-level swimmers (male [n = 202]; female [n = 161]) participated in the study. We adopted a multiplicative, allometric regression model to identify the key characteristics associated with 100 m swimming speeds (controlling for age). The model was refined using backward elimination. Characteristics that benefited some but not all strokes were identified by introducing stroke-by-predictor variable interactions. The regression analysis revealed 7 “common” characteristics that benefited all swimmers suggesting that all swimmers benefit from having less body fat, broad shoulders and hips, a greater arm span (but shorter lower arms) and greater forearm girths with smaller relaxed arm girths. The 4 stroke-specific characteristics reveal that backstroke swimmers benefit from longer backs, a finding that can be likened to boats with longer hulls also travel faster through the water. Other stroke-by-predictor variable interactions (taken together) identified that butterfly swimmers are characterized by greater muscularity in the lower legs. These results highlight the importance of considering somatic and demographic characteristics of young swimmers for talent identification purposes (i.e., to ensure that swimmers realize their most appropriate strokes).     

The student experience of piloting multi-modal performance feedback tools in health and social care practice (work)-based settings

The aim of this study was to evaluate newly developed performance feedback tools from the student perspective. The tools were innovative in both their mode of delivery and the range of stakeholders they involved in the feedback process. By using the tools in health and social care settings, students were able to engage in interprofessional assessment of common competences and obtain performance feedback from a range of stakeholders not commonly involved in work-based learning; these included peers and service users. This paper discusses the ways in which the performance feedback tools were developed by a collaborative programme and compares their delivery, across a wide range of professions and work-based settings, in paper-based, web-based and mobile formats. The tools were evaluated through a series of profession-specific focus groups involving 85 students and 7 professions. The data were analysed thematically and reduced to three key categories: mode of delivery, assessment tool dynamics and work-based issues. These will be discussed in detail. The students agreed that the structured way of capturing and documenting feedback from several sources would support their practice placement learning. The reflective nature of the tools and the capacity for guiding reflection was also welcomed. The concepts of gaining service user, peer and/or interprofessional feedback on performance were new to some professions and evoked questions of reliability and validity, alongside appreciation of the value they added to the assessment process.     

The evaluation of a unified theory for HIV/AIDS counselling

This paper evaluates a unified theory for HIV/AIDS counselling. The evaluation was based upon the hypothesis that if the theory was valid it would generate therapeutic outcomes. The theory was operationalised and evaluated in the context of group counselling. The group counselling sessions were video recorded and the tapes were viewed by a research team. Details of the counselling were recorded through the process of triangulation. The therapeutic outcomes were stated and confirmed with the group members through the process of respondent validation. In conclusion the hypothesis was accepted and the unified theory does offer an appropriate foundation upon which HIV/AIDS counselling can be based.