The central goal of this study is to clarify to what degree former education and students' personal characteristics (the 'Big Five personality characteristics', personal orientations on learning and students' study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of 1,471 Universities of Applied Sciences students make clear that former Education did not come forth as a powerful predictor for Credits or Study Continuance. Significant predictors are Conscientiousness and Ambivalence and Lack of Regulation. The higher the scores on Conscientiousness the more credits students are bound to obtain and the more likely they will continue their education. On the other hand students with high scores on Ambivalence and Lack of Regulation will most likely obtain fewer Credits or drop out more easily. The question arises what these results mean for the present knowledge economy which demands an increase of inhabitants with an advanced level of education. Finally, implications and recommendations for future research are suggested.
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The central goal of this study is to gain insight into students' study approach, their personal reasons and the relations between them regarding students who continue or withdraw from the educational system within one year. Results of our questionnaire study show that students who continue their educational careers show higher scores on a meaningful integrative study approach when entering Higher Education, than students who withdraw. Our questionnaire on personal reasons for withdraw revealed three scales: (1) perception and experience of educational and organizational aspects, (2) pragmatic and personal circumstances and (3) loss of interest in the future occupations. Personal reasons for continuing also produced three scales: (1) perception and experience of learning environment quality, (2) pragmatic and personal orientation and (3) future occupational identity. Withdrawing students' scores on meaningful integrative study approach are negatively related to perception and experience of educational and organizational aspects, whereas the superficial study approach positively correlates with pragmatic and personal circumstances. With regard to students who continue, high scores on the meaningful integrative study approach relate positively to all three reasons: future occupational identity, perception and experience of learning environment quality and pragmatic and personal orientation.
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10 tips to improve study performance by gaining focus and getting less distracted. These tips have been compiled on the basis of scientific insights from cognitive psychology, neuropsychology and educational science and from our own research into stress, engagement and study performance.
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Little is known about which self-management behaviors have the highest potential to influence exacerbation impact in COPD patients. We aimed to reach expert consensus on the most relevant set of self-management behaviors that can be targeted and influenced to maximize reduction of exacerbation impact. Materials and methods A 2-round Delphi study was performed using online surveys to rate the relevance and feasibility of predetermined self-management behaviors identified by literature and expert opinion. Descriptive statistics and qualitative analyses were used. Results An international expert panel reached consensus on 17 self-management behaviors focusing on: stable phase (n=5): pharmacotherapy, vaccination, physical activity, avoiding stimuli and smoking cessation; periods of symptom deterioration (n=1): early detection; during an exacerbation (n=5): early detection, health care contact, self-treatment, managing stress/anxiety and physical activity; during recovery (n=4): completing treatment, managing stress/anxiety, physical activity and exercise training; and after recovery (n=2): awareness for recurrent exacerbations and restart of pulmonary rehabilitation. Conclusion This study has provided insight into expert opinion on the most relevant and feasible self-management behaviors that can be targeted and influenced before, during and after an exacerbation to exert the highest magnitude of influence on the impact of exacerbations. Future research should focus at developing more comprehensive patient-tailored interventions supporting patients in these exacerbation-related self-management behaviors.
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This study examines the relationships between students’ perceptions of heavy study load, time spent on learning, study strategies, and learning outcomes. Student’s study strategies were measured with a short version of Vermunt’s Inventory of Learning Styles. It was possible to replicate 5 processing and 5 regulation strategies. The higher order dimensions meaning directed learning style (relate and structure, concrete processing, critical processing) and reproduction directed learning style (memorize and repeat, analyze, self-regulation of contents, process and results, external regulation of the learning process) differed from Vermunt. The scales showed differences across groups, which is in line with previous research. Linear structural analysis showed that reproduction directed learning precedes meaning directed learning. Only meaning directed learning affected GPA, the influence of the two learning styles on ECs was not evidenced in this study. Contact hours influenced ECs, but this effect was tempered through its negative association with a heavy study load. The limitations, implications for practice, and directions for further research and development will be discussed in the round table.
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A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathematical behaviour. Student teachers need to mathematize and generalize problems and problem approaches, and evaluate heuristics and problem solving processes. This demands self-confidence, motivation, cognition and metacognition. To what extent do student teachers show reflective behaviour during mathematical self-study and how can we explain their study behaviour? In this study 97 student teachers from seven different teacher education institutes worked on ten non-routine problems. They were motivated because the test-like problems gave them an impression of the test and enabled them to investigate whether they were already prepared well enough. This study also shows that student teachers preparing for the test were not focused on developing their mathematical problem solving ability. They did not know that this was the goal to strive for and how to aim for it. They lacked self-confidence and knowledge to mathematize problems and problem approaches, and to evaluate the problem solving process. These results indicate that student teachers do hardly develop their mathematical problem solving ability in self-study situations. This leaves a question for future research: What do student teachers need to improve their mathematical self-study behaviour? EAPRIL Proceedings, November 29 – December 1, 2017, Hämeenlinna, Finland
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Background:Postoperative complications and readmissions to hospital are factors known to negatively influence the short- and long-term quality of life of patients with gastrointestinal cancer. Active family involvement in activities, such as fundamental care activities, has the potential to improve the quality of health care. However, there is a lack of evidence regarding the relationship between active family involvement and outcomes in patients with gastrointestinal cancer after surgery.Objective:This protocol aims to evaluate the effect of a family involvement program (FIP) on unplanned readmissions of adult patients undergoing surgery for malignant gastrointestinal tumors. Furthermore, the study aims to evaluate the effect of the FIP on family caregiver (FC) burden and their well-being and the fidelity of the FIP.Methods:This cohort study will be conducted in 2 academic hospitals in the Netherlands. The FIP will be offered to adult patients and their FCs. Patients are scheduled for oncological gastrointestinal surgery and have an expected hospital stay of at least 5 days after surgery. FCs must be willing to participate in fundamental care activities during hospitalization and after discharge. Consenting patients and their families will choose to either participate in the FIP or be included in the usual care group. According to the power calculation, we will recruit 150 patients and families in the FIP group and 150 in the usual care group. The intervention group will receive the FIP that consists of information, shared goal setting, task-oriented training, participation in fundamental care, presence of FCs during ward rounds, and rooming-in for at least 8 hours a day. Patients in the comparison group will receive usual postoperative care. The primary outcome measure is the number of unplanned readmissions up to 30 days after surgery. Several secondary outcomes will be collected, that is, total number of complications (sensitive to fundamental care activities) at 30 and 90 days after surgery, emergency department visits, intensive care unit admissions up to 30 and 90 days after surgery, hospital length of stay, patients’ quality of life, and the amount of home care needed after discharge. FC outcomes are caregiver burden and well-being up to 90 days after participating in the FIP. To evaluate fidelity, we will check whether the FIP is executed as intended. Univariable regression and multivariable regression analyses will be conducted.Results:The first participant was enrolled in April 2019. The follow-up period of the last participant ended in May 2022. The study was funded by an unrestricted grant of the University hospital in 2018. We aim to publish the results in 2023.Conclusions:This study will provide evidence on outcomes from a FIP and will provide health care professionals practical tools for family involvement in the oncological surgical care setting.
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In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors’ pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research lesson. During the 4-month lesson study project described here, four supervisors designed a protocol for research supervision meetings aimed at enhancing undergraduate students’ learning. During the project, they experimented with open questioning and giving positive feedback instead of giving instruction and explanations. A mixed-methods design was used in this study. Data on the supervisors’ learning activities and PCK were gathered using learner reports, video-recordings of meetings, and exit interviews. The analyses of these data showed that the lesson study project contributed to the development of the supervisors’ PCK on instructional strategies and student understanding. The learning activity that contributed most to these changes was reflecting on their own practice and that of their students.
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Indecent exposure is often regarded as a nuisance offense and detailed studies into this topic are relatively rare. However, there is consensus that relatively high recidivism rates and risk of escalation to more severe offenses can be of serious concern among these perpetrators. This cohort study aims to increase our general knowledge on the basic characteristics of these offenses and includes all registered police cases of indecent exposure in the Netherlands between 2012 and 2020, including 6741 incidents, involving 4663 suspects and 3808 registered victims. This first study of a large cohort over a long period of time describes the basic characteristics of these incidents, the perpetrators and their victims, and visualizes the results to explore trends over time. Results show that a modal indecent exposure incident is perpetrated by a 25-year-old male, on foot, on a public road, on a Wednesday afternoon in July, masturbating and directing his genitals intentionally toward a 13-year-old girl. The age distribution of victims shows remarkable similarity to victims of sexual assault. Compared to the first year of the period studied, the number of annually reported incidents gradually declined to half in the last year of the study. Findings are discussed in light of the most prominent theories on exhibitionism. Issues and suggestions relevant to apprehension and treatment of perpetrators are identified and discussed.
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Service robots provide retailers with new opportunities to innovate their in-store service offerings. Despite advances made in the fields of human-robot interaction, information systems, and marketing, there is relatively little known about how to apply a service robot in retailing. In this paper we aim to shed light on this issue by exploring the added value, roles, and prototyping of a service robot in fashion retailing. Using two Dutch fashion stores as real-life settings, we apply differentinteraction techniques (observation, interview, survey, structured role play, prototyping) to generate first insights and obtain lessons learned. The results of our study suggest that fashion retailers would benefit most from using service robots for communication of promotions and provision of product information. When applying service robots to these use cases, customers seem to prefer briefly and clearly expressed information that is communicated in a style that matches (in-)store communications. Still, the lack of personal attention and social support associated with a service robot makes retailers and store personnel rather reluctant to use them for their service excellence-oriented stores.
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