Los enfoques de aprendizaje en estudiantes universitarios Catalanes mediante el approaches and study skills inventory for students (ASSIST) = Learning Approaches of Catalan University Students Measured with the Approaches and Study Skills Inventory for Students (ASSIST)

The aim of this study is to measure the psychometric properties of a Catalan translation of the Approaches and Study Skills Inventory for Students (ASSIST), and to analyse the different learning styles used by university students, considering the influence of gender and type of studies. The instrument was administered to 834 students at the University of Girona. The results showed that most students interviewed had a deep approach to learning, although the analysis by gender showed that females tended to use a more strategic approach, while males used a deep approach predominantly. As to whether the type of studies influenced learning styles, a prevalence of deep approach was found among Science and Technology students, while a more strategic approach was found among Humanities and Education students

Evaluation of Teacher Education Programs by Students and Graduates

The purpose of this research was to do a repeated cross-sectional research on class teachers who study in the 4th year and also graduated at the Faculty of Education, University of Turku between the years of 2000 through 2004. Specifically, seven research questions were addressed to target the main purpose of the study: How do class teacher education masters’ degree senior students and graduates rate “importance; effectiveness; and quality” of training they have received at the Faculty of Education? Are there significant differences between overall ratings of importance; effectiveness and quality of training by year of graduation, sex, and age (for graduates) and sex and age (for senior students)? Is there significant relationship between respondents’ overall ratings of importance; effectiveness and their overall ratings of the quality of training and preparation they have received? Are there significant differences between graduates and senior students about importance, effectiveness, and quality of teacher education programs? And what do teachers’ [Graduates] believe about how increasing work experience has changed their opinions of their preservice training? Moreover the following concepts related to the instructional activities were studied: critical thinking skills, communication skills, attention to ethics, curriculum and instruction (planning), role of teacher and teaching knowledge, assessment skills, attention to continuous professional development, subject matters knowledge, knowledge of learning environment, and using educational technology. Researcher also tried to find influence of some moderator variables e.g. year of graduation, sex, and age on the dependent and independent variables. This study consisted of two questionnaires (a structured likert-scale and an open ended questionnaire). The population in study 1 was all senior students and 2000-2004 class teacher education masters’ degree from the departments of Teacher Education Faculty of Education at University of Turku. Of the 1020 students and graduates the researcher was able to find current addresses of 675 of the subjects and of the 675 graduates contacted, 439 or 66.2 percent responded to the survey. The population in study 2 was all class teachers who graduated from Turku University and now work in the few basic schools (59 Schools) in South- West Finland. 257 teachers answered to the open ended web-based questions. SPSS was used to produce standard deviations; Analysis of Variance; Pearson Product Moment Correlation (r); T-test; ANOVA, Bonferroni post-hoc test; and Polynomial Contrast tests meant to analyze linear trend. An alpha level of .05 was used to determine statistical significance. The results of the study showed that: A majority of the respondents (graduates and students) rated the overall importance, effectiveness and quality of the teacher education programs as important, effective and good. Generally speaking there were only a few significant differences between the cohorts and groups related to the background variables (gender, age). The different cohorts were rating the quality of the programs very similarly but some differences between the cohorts were found in the importance and effectiveness ratings. Graduates of 2001 and 2002 rated the importance of the program significantly higher than 2000 graduates. The effectiveness of the programs was rated significantly higher by 2001 and 2003 graduates than other groups. In spite of these individual differences between cohorts there were no linear trends among the year cohorts in any measure. In respondents’ ratings of the effectiveness of teacher education programs there was significant difference between males and females; females rated it higher than males. There were no significant differences between males’ and females’ ratings of the importance and quality of programs. In the ratings there was only one difference between age groups. Older graduates (35 years or older) rated the importance of the teacher training significantly higher that 25-35 years old graduates. In graduates’ ratings there were positive but relatively low correlations between all variables related to importance, effectiveness and quality of Teacher Education Programs. Generally speaking students’ ratings about importance, effectiveness and quality of teacher education program were very positive. There was only one significant difference related to the background variables. Females rated higher the effectiveness of the program. The comparison of students’ and graduates’ perception about importance, effectiveness, and quality of teacher education programs showed that there were no significant differences between graduates and students in the overall ratings. However there were differences in some individual variables. Students rated higher in importance of “Continuous Professional Development”, effectiveness of “Critical Thinking Skills” and “Using Educational Technology” and quality of “Advice received from the advisor”. Graduates rated higher in importance of “Knowledge of Learning Environment” and effectiveness of “Continuous Professional Development”. According to the qualitative data of study 2 some graduates expressed that their perceptions have not changed about the importance, effectiveness, and quality of training that they received during their study time. They pointed out that teacher education programs have provided them the basic theoretical/formal knowledge and some training of practical routines. However, a majority of the teachers seems to have somewhat critical opinions about the teacher education. These teachers were not satisfied with teacher education programs because they argued that the programs failed to meet their practical demands in different everyday situations of the classroom e.g. in coping with students’ learning difficulties, multiprofessional communication with parents and other professional groups (psychologists and social workers), and classroom management problems. Participants also emphasized more practice oriented knowledge of subject matter, evaluation methods and teachers’ rights and responsibilities. Therefore, they (54.1% of participants) suggested that teacher education departments should provide more practice-based courses and programs as well as closer collaboration between regular schools and teacher education departments in order to fill gap between theory and practice.

Overeducation, skills and wage penalty: Evidence for Spain using PIAAC data

The literature on educational mismatches finds that overeducated workers suffer a wage penalty compared with properly educated workers with the same level of education. Recent literature also suggests that individuals’ skill heterogeneity could explain wage differences between overeducated and properly matched workers. The hypothesis is that overeducated workers earn less due to their lower competences and skills in relative terms. However, that hypothesis has been rarely tested due to data limitations on individuals’ skills. The aim of this paper is to test the individuals’ skill heterogeneity theory in Spain using microdata from PIAAC, because it is one of the developed countries supporting the highest overeducation rates and where its adult population holds the lowest level of skills among a set of developed countries. Our hypothesis is that the wage penalty of overeducation in Spain is explained by the lower skill level of overeducated workers. The obtained evidence confirms this hypothesis but only to a certain extent as skills only explain partially the wage penalty of overeducation.

Hospitalisation du proche : fatigue et coping du proche aidant à l'occasion de cette transition

Le processus de vieillissement entraîne une augmentation et une complexification des besoins de soins. Or, la proportion de personnes vieillissantes dans le monde et en Suisse s'accroit. Les professionnels de la santé ne disposent pas des moyens économiques et humains pour couvrir l'ensemble des besoins de soins. Les proches aidants contribuent de manière importante à la couverture des besoins. Cette contribution devient un élément central de la politique du maintien à domicile. Cependant, l'engagement à long terme des proches aidants auprès de leur parent peut influencer négativement leur état de santé. Pour une même classe d'âge, la population des proches aidants déclare un niveau de fatigue plus élevée que le reste de la population. Dans ce contexte, la fatigue est définie comme le résultat de l'ambivalence entre la demande en soins et les ressources dont dispose le proche aidant. L'hospitalisation du parent, qu'elle soit ou non liée à la fatigue, constitue un moment de crise pour le proche aidant. Face à cette crise, l'aidant mettra en oeuvre des stratégies de coping telles que conceptualisées dans la théorie transactionnelle du stress. Dans le cadre de la théorique intermédiaire de la transition de Meleis, le coping est un indicateur de processus de la transition qui doit permettre d'appréhender la transition vécue par l'aidant à l'occasion de l'hospitalisation du parent. Avec un devis corrélationnel descriptif, cette étude décrit les caractéristiques de l'échantillon de proches aidants, et du rôle qu'ils assument. Elle décrit le degré de fatigue et les styles de coping utilisés, et explore la relation entre la fatigue et le coping du proche aidant à l'occasion de l'hospitalisation du parent. Deux questionnaires auto-administrés ont été complétés par 33 participants. Cette étude a permis de dégager les résultats suivants : le score moyen de fatigue dans cet échantillon indique une fatigue légère selon la classification établie par Piper. Les participants mettent en avant l'influence du rôle d'aidant sur leur fatigue, ainsi que l'influence de leur propre santé et des contraintes économicoprofessionnelles. Le score moyen de fatigue varie en fonction de la nature de l'aide fournie. Il est significativement plus élevé lorsque le proche aidant soutient son parent dans les activités de la vie quotidienne (AVQ). Le style de coping mobilisé préférentiellement dans cet échantillon est le coping centré sur le problème, suivi du coping centré sur la recherche du soutien social, et enfin le coping centré sur l'émotion. Les aidants soutenant leur proche dans les AVQ mobilisent plus le coping centré sur l'émotion que ceux qui n'offrent pas ce type d'aide. Les principales sources de stress nommées par les participants sont l'état de santé du parent, son hospitalisation, et la rencontre avec le système de santé. Dans cet échantillon, nous n'avons pas observé de corrélation entre le degré de fatigue et les trois styles de coping. Des limites liées à la petite taille de l'échantillon amènent à la prudence quant à la généralisation des résultats de cette étude.

Sentiment d'impuissance et coping de l'aidant familial lors de l'hospitalisation du proche en milieu de soins aigus : étude descriptive corrélationnelle

Problématique. Le vieillissement de la population continuera à transformer la démographie. Sa conséquence est une augmentation des besoins de santé chez les personnes âgées que le système sanitaire ne peut couvrir à lui seul. La contribution conséquente des aidants familiaux constitue un pilier nécessaire et essentiel du maintien à domicile. Or, les exigences du rôle d'aidant peuvent dépasser ses capacités et conduire à une hospitalisation. Ces sources de stress, auxquelles s'ajoutent les manifestations de la maladie du proche et des difficultés de collaboration avec les professionnels de santé, peuvent générer un sentiment d'impuissance chez l'aidant. Ce dernier s'ajuste à ce stress par des stratégies de coping, influencées par le degré de contrôle perçu, dont le niveau le plus bas est l'impuissance. But. Explorer la relation entre le sentiment d'impuissance et le coping chez l'aidant à l'occasion de l'hospitalisation du proche. Méthode. Cette étude corrélationnelle descriptive a été conduite auprès de 33 aidants familiaux dont le proche est hospitalisé, recrutés selon un échantillonnage de convenance. Le questionnaire auto-administré comportait trois1 instruments : (a) questionnaire sociodémographique, (b) Ways of Coping Checklist-R, (c) sous-échelle d'impuissance de l'Empowerment Scale (allant de 1 à 4, quatre correspondant à un faible degré d'impuissance). Des comparaisons de moyennes et des corrélations de Pearson ont été effectués. Résultats. L'échantillon est constitué de 45,45 % d'hommes aidants, âgés en moyenne de 61 ans. Les participants viennent en aide à des proches âgés en moyenne de 79 ans. Pour la plus grande part, les aidants assistent leurs proches pour les activités instrumentales de la vie quotidienne. La moitié de l'échantillon fournit de 1 à 5 heures d'aide par semaine. Les participants se sentent relativement peu impuissants (M = 2,55). Cependant, plus l'âge des aidants augmente, plus l'impuissance augmente (r = -0,45 ; p < 0,0106). L'impuissance est plus élevée chez les hommes que chez les femmes (M = 2,40 vs M = 2,67 ; p = 0,0270). Dans cet échantillon, il n'y a pas de différence de sentiment d'impuissance selon que les aidants fournissent ou non une aide pour les activités de la vie quotidienne (AVQ), ni selon le nombre d'heures d'aide fournies par semaine. Le style de coping privilégié par les aidants est le coping centré sur le problème, puis sur la recherche de soutien social et finalement sur l'émotion. Les aidants fournissant de l'aide dans les AVQ privilégient le coping centré sur l'émotion alors qu'il n'existe pas de différence pour les deux autres styles de coping. Aucune relation entre l'impuissance et le coping n'apparaît. Conclusions. Malgré les limites de l'étude, notamment liées à la mesure de l'impuissance, les présents résultats sont compatibles avec les études antérieures. Il est néanmoins préconisé d'approfondir les connaissances utiles au renforcement du rôle infirmier auprès des aidants familiaux. Cela doit contribuer à préserver la santé de l'aidant, son rôle auprès du proche et le maintien à domicile de ce dernier.

The new final Clinical Skills examination in human medicine in Switzerland: Essential steps of exam development, implementation and evaluation, and central insights from the perspective of the national Working Group.

OBJECTIVE: Since 2011, the new national final examination in human medicine has been implemented in Switzerland, with a structured clinical-practical part in the OSCE format. From the perspective of the national Working Group, the current article describes the essential steps in the development, implementation and evaluation of the Federal Licensing Examination Clinical Skills (FLE CS) as well as the applied quality assurance measures. Finally, central insights gained from the last years are presented. METHODS: Based on the principles of action research, the FLE CS is in a constant state of further development. On the foundation of systematically documented experiences from previous years, in the Working Group, unresolved questions are discussed and resulting solution approaches are substantiated (planning), implemented in the examination (implementation) and subsequently evaluated (reflection). The presented results are the product of this iterative procedure. RESULTS: The FLE CS is created by experts from all faculties and subject areas in a multistage process. The examination is administered in German and French on a decentralised basis and consists of twelve interdisciplinary stations per candidate. As important quality assurance measures, the national Review Board (content validation) and the meetings of the standardised patient trainers (standardisation) have proven worthwhile. The statistical analyses show good measurement reliability and support the construct validity of the examination. Among the central insights of the past years, it has been established that the consistent implementation of the principles of action research contributes to the successful further development of the examination. CONCLUSION: The centrally coordinated, collaborative-iterative process, incorporating experts from all faculties, makes a fundamental contribution to the quality of the FLE CS. The processes and insights presented here can be useful for others planning a similar undertaking.

Differences between genders in coping: different strategies or different stressors?

These study analysed gender specificity in coping behaviours by taking into account the types of problem faced by Spanish adolescents attending school. It was focused on the ten problems most frequently reported by participants (828 adolescents, 355 boys, and 473 girls; Mage = 14.07, SD = 1.34), which were classified using a multi-axial classification system. Coping was examined as a two separate measures of approach and avoidance coping, and as a combined measure indicating the predominant use of coping, and total coping effort. A MANCOVA and subsequent univariate tests were conducted to analyse the specificity of coping according to problem and gender, controlled by age. The results showed that the percentage of types of problems reported by adolescents differed according to gender. The influence of gender on coping was scarcely relevant when the type of problem was controlled for. There were no gender differences when the predominant type of coping was considered, but when a total coping effort measure was analysed girls showed more coping efforts than boys to face interpersonal relationship problems and personal illness. Keywords: adolescence, coping, gender differences, stressors.

Stress, coping and personal strengths and difficulties in internationally adopted children in spain

This study analyses the types of coping strategies used by internationally adopted children, and explores the relation between these strategies and personal strengths and difficulties. The Kidcope checklist (Spirito, Stark, & Williams, 1998) and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) were administered to a sample of 35 Spanish adoptees (25.7% boys and 74.3% girls, aged 8-12 years) and their parents. Self-reported problems were categorised and their relation with coping strategies and psychological adjustment was explored. Results indicated that adopted children report problems of interpersonal nature. The content of the problems mainly refers to relationships and health, illness, or accidents. Parents reported that children were generally well-adjusted and they had no problems outside the normal range. International adoptees used mainly control-oriented coping strategies. Escape-oriented coping was linked to parents' ratings of total difficulties, with self-criticism accounting for the highest percentage of the variance.

Communication skills in diagnostic pathology.

Communication is an essential element of good medical practice also in pathology. In contrast to technical or diagnostic skills, communication skills are not easy to define, teach, or assess. Rules almost do not exist. In this paper, which has a rather personal character and cannot be taken as a set of guidelines, important aspects of communication in pathology are explored. This includes what should be communicated to the pathologist on the pathology request form, communication between pathologists during internal (interpathologist) consultation, communication around frozen section diagnoses, modalities of communication of a final diagnosis, with whom and how critical and unexpected findings should be communicated, (in-)adequate routes of communication for pathology diagnoses, who will (or might) receive pathology reports, and what should be communicated and how in case of an error or a technical problem. An earlier more formal description of what the responsibilities are of a pathologist as communicator and as collaborator in a medical team is added in separate tables. The intention of the paper is to stimulate reflection and discussion rather than to formulate strict rules.

The impact of adopting a CLIL approach on EFL learners reading skills in Catalonia school

En els últims anys, un gran nombre de docents i escoles han estat introduint programes AICLE a les escoles catalanes. A la majoria d’escoles, però, només s'ensenya anglès com a llengua estrangera, la qual cosa, limita les oportunitats d'estar en contacte amb la llengua estrangera en un context diferent. L’objectiu d'aquest estudi és analitzar si els infants milloren en les seves habilitats lectores i comprovar si existeix un avantatge significatiu respecte els alumnes que només estudien anglès com a llengua estrangera. L’estudi empíric que us presento a continuació, compara els resultats obtinguts en dues proves de comprensió lectora. A les proves hi van participar dos grups d’alumnes de cinquè de d’Educació Primària. Un dels grups seguia un programa AICLE (1 hora a la setmana i , a més aprenia anglès coma llengua estrangera); l’altre grup només estudiava anglès com a llengua estrangera. L'objectiu principal d'aquest projecte d'investigació és esbrinar si els programes AICLE tenen un impacte en les habilitats lectores en llengua anglesa dels alumnes. Així doncs, humilment intentaré contribuir a la literatura existent sobre els beneficis de l’AICLE.

Brain Connections Associated With Socio-Cognitive Skills in Preterm and Low Birth Weight School Age Children

Identification of neuroimaging biomarkers following extreme prematurity (EP) and intrauterine growth restriction (IUGR) is crucial for understanding their cognitive and behavioral impairments at school age

Attachment and coping in psychosis in relation to spiritual figures

Background: Studies have found higher levels of insecure attachment in individuals with schizophrenia. Attachment theory provides a framework necessary for conceptualizing the development of interpersonal functioning. Some aspects of the attachment of the believer to his/her spiritual figure are similar to those between the child and his/her parents. The correspondence hypothesis suggests that early child-parent interactions correspond to a person's relation to a spiritual figure. The compensation hypothesis suggests that an insecure attachment history would lead to a strong religiousness/spirituality as a compensation for the lack of felt security. The aim of this study is to explore attachment models in psychosis vs. healthy controls, the relationships between attachment and psychopathology and the attachment processes related to spiritual figures. Methods: Attachment models were measured in 30 patients with psychosis and 18 controls with the AAI (Adult Attachment interview) in relationship with psychopathology. Beliefs and practices related to a spiritual figure were investigated by qualitative and quantitative analyses. Results: Patients with psychosis showed a high prevalence of insecure avoidant attachment. Spiritual entities functioned like attachment figures in two thirds of cases. Interviews revealed the transformation of internal working models within relation to a spiritual figure: a compensation process was found in 7 of the 32 subjects who showed a significant attachment to a spiritual figure. Conclusions: Attachment theory allows us to highlight one of the underlying dimensions of spiritual coping in patients with psychosis.

Self-deception as affective coping. An empirical perspective on philosophical issues.

In the philosophical literature, self-deception is mainly approached through the analysis of paradoxes. Yet, it is agreed that self-deception is motivated by protection from distress. In this paper, we argue, with the help of findings from cognitive neuroscience and psychology, that self-deception is a type of affective coping. First, we criticize the main solutions to the paradoxes of self-deception. We then present a new approach to self-deception. Self-deception, we argue, involves three appraisals of the distressing evidence: (a) appraisal of the strength of evidence as uncertain, (b) low coping potential and (c) negative anticipation along the lines of Damasio's somatic marker hypothesis. At the same time, desire impacts the treatment of flattering evidence via dopamine. Our main proposal is that self-deception involves emotional mechanisms provoking a preference for immediate reward despite possible long-term negative repercussions. In the last part, we use this emotional model to revisit the philosophical paradoxes.