Collaborative learning tasks may represent an effective way to stimulate higher-order processes among high-ability students in regular classrooms. This study investigatedthe effects of task structure and group composition on the elaboration and metacognitive activities of 11th grade preuniversity students during a collaborative learning task: 102 students worked in small groups. On an ill-structured or moderately structured task. Differential effects forcognitive ability were investigated using a continuous measure. Likewise, the effects of group composition were examined using a continuous measure of the cognitiveheterogeneity of the group. The group dialogues were transcribed and coded. Analysis revealed an interaction effect between task structure and cognitive abilityon students’ elaboration and metacognitive activities. Task structure had a negative effect on the elaborative contributions of high-ability students. For students with lower abilities, task structure had a positive effect onelaboration and metacognitive activities. No effects were found of the cognitive heterogeneity of the group. Group composition seemed not to be related to group interactionamong 11th grade pre-university students. The results indicate that open-ended collaborative tasks with little guidance and directions on how to handle them, canstimulate higher-order processes among high-ability students and may offer them the challenge they need.
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A previous study found a variety of unusual sexual interests to cluster in a five-factor structure, namely submission/masochism, forbidden sexual activities, dominance / sadism, mysophilia, and fetishism (Schippers et al., 2021). The current study was an empirical replication to examine whether these findings generalized to a representative population sample. An online, anonymous sample (N = 256) representative of the Dutch adult male population rated 32 unusual sexual interests on a scale from 1 (very unappealing) to 7 (very appealing). An exploratory factor analysis assessed whether similar factors would emerge as in the original study. A subsequent confirmatory factor analysis served to confirm the factor structure. Four slightly different factors of sexual interest were found: extreme, illegal and mysophilic sexual activities; light BDSM without real pain or suffering; heavy BDSM that may include pain or suffering; and illegal but lower-sentenced and fetishistic sexual activities. The model fit was acceptable. The representative replication sample was more sexually conservative and showed less sexual engagement than the original convenience sample. On a fundamental level, sexual interest in light BDSM activities and extreme, forbidden, and mysophilic activities seem to be relatively separate constructs.
Most nurse leadership studies have concentrated on a classical, heroic, and hierarchical view of leadership. However, critical leadership studies have argued the need for more insight into leadership in daily nursing practices. Nurses must align their professional standards and opinions on quality of care with those of other professionals, management, and patients. They want to achieve better outcomes for their patients but also feel disciplined and controlled. To deal with this, nurses challenge the status quo by showing rebel nurse leadership. In this paper, we describe 47 nurses’ experiences with rebel nurse leadership from a leadership-as-practice perspective. In eight focus groups, nurses from two hospitals and one long-term care organization shared their experiences of rebel nurse leadership practices. They illustrated the differences between “bad” and “good” rebels. Knowledge, work experience, and patient-driven motivation were considered necessary for “good” rebel leadership. The participants also explained that continuous social influencing is important while exploring and challenging the boundaries set by colleagues and management. Credibility, trust, autonomy, freedom, and preserving relationships determined whether rebel nurses acted visibly or invisibly. Ultimately, this study refines the concept of rebel nurse leadership, gives a better understanding of how this occurs in nursing practice, and give insights into the challenges faced when studying nursing leadership practices.
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