Nomophobia (no-mobile-phone phobia) is the fear and anxiety of being without a mobile phone. This study pioneers the investigation of nomophobia in Afghanistan using the Nomophobia Questionnaire (NMP-Q), addressing a crucial gap in the field. We collected statistical data from 754 undergraduate medical students, comprising men (56.50 %) and women (43.50 %), and analyzed the dimensions of nomophobia. While results revealed that all but two participants were nomophobic, they identified three significant dimensions affecting the level of nomophobia among participants: (...) (a) gender, (b) age, and (c) marital status. The study's contributions are precious, given the peculiarity of Afghan political turmoil, security, and human rights issues, especially for women. For example, the study's data collection was abruptly halted in December 2022 due to the Taliban regime's decision to make it illegal for women to enroll in universities as students. Therefore, while examining the characteristics of nomophobia across societies is imperative, it is also vital to investigate what is true of one society, Afghanistan, at one point in time and space. The study concludes by emphasizing the need to broaden participants' scope in future studies to better understand the prevalence of nomophobia across broader societal contexts and forces. (shrink)

Pavel Dmitrievich Tishchenko, one of the founders of Russian bioethics, turned 75 on January 10, 2022. Joining the numerous congratulations, journal “Bioethics” publishes the text of the discussion dedicated to this event. The discussion was initiated by the question of the history of Russian bioethics formation in the perspective of its simultaneous emergence in Moscow, Volgograd, St. Petersburg, Kazan. The participants exchanged opinions on the significance of I.T. Frolov's ideas for the formation of the Moscow School of Bioethics. The influence (...) of the concept of "frontier" proposed by Tristram Engelhardt Jr. on the formation of distinctive features of Russian bioethics was revealed during the discussion. It is emphasized that at the early stages of its formation Russian bioethics was more concerned with the problems of clinical trials than with the moral dilemmas arising from medical practice. An important stage for self-understanding of bioethics was the events of the Afghan company, which exposed the imperfection of the healthcare system in the USSR. The discussion touches a critical examination of the traditional principles of bioethics. The conversation of the philosophical foundations of modern bioethics allowed to formulate two theoretical opinions. The firs assertion determines that philosophical theories delay with revolutionary changes in the field of medical and scientific practice. The second one determines the need for the formation of stable teacher-student relations sufficient for enculturation with the tradition of thinking. The participants noted the undoubted humanizing influence of these principles on clinical practice and scientific research. At the same time the risks associated with an attempt to transfer the principles that was established in the Western tradition into the practices of Russian medicine and science were identified. Speakers claimed the idea of harmonization the principles to the traditions of Russian philosophy and ethics. Thus, the medical art should be conceived as an active mercy, and many bioethical problems as social challenges that require solidarity. It was noted, that bioethics is transforming from type of value-based communication of specialists to a formalized procedure. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Evangelical Peacemakers: Gospel Engagement in a War-Torn World ed. by David P. GusheeLisa Sowle CahillEvangelical Peacemakers: Gospel Engagement in a War-Torn World Edited by David P. Gushee EUGENE, OR: WIPF AND STOCK, 2013. 135 PP. $21.00This short volume collects papers from a 2012 Evangelicals for Peace conference at Georgetown University. This should not mislead potential readers as to the book's timeliness, coherence, significance, or ecumenical and interreligious appeal. (...) Much of its incisive analysis owes to the editor's preface, introductory chapter, and concluding critical discussion of the positions represented, including his own.Four chapters lay out the Christian arguments for just war, biblical pacifism, and the late Glen Stassen's "just peacemaking theory," presenting ten practices to deter or transform violent conflict. Although Gushee's chapter would have to be placed among just war theorists, he stresses that war must be a last resort to defend innocent life, carried out with the least violence possible. Gushee appreciates the paradox of expressing love through acts of violence. Lisa Sharon Harper insists this goes beyond paradox to outright denial of the redemption Jesus brings, failing to honor the image of God in all persons. Following Anglican theologian Oliver O'Donovan, Erik Patterson sees publicly authorized force to protect society as a positive Christian duty. Striving to unite these two sides in practice, Stassen derives alternative, nonviolent strategies from the Sermon on the Mount to transform conflict at the local, national, regional, and international levels.But are such efforts successful? Can and do Christian peacemakers actually bring about significant societal and political change? Twelve further chapters offer experience-based evidence from Evangelical organizations and ministries that the answer is yes. Authors describe initiatives at home and abroad, giving special attention to Christian–Muslim outreach and understanding. Examples range from Evangelical pastors and churches welcoming Muslims and mosques; to educational ventures in Pakistani madrassas; to organizing Afghan youth as "peace volunteers"; to conflict mediation in Egypt and Indonesia; and the memoir of a Lockerbie bombing victim's sister, who went personally to reconcile with Muammar Gaddafi. Sojourners editor Jim Wallis gives plenty of illustrations of the power in the United States of massive civil disobedience and efforts to pressure Congress or the president through letter and phone campaigns, protests, media attention, and high-level advocacy. Christian political resistance and mobilization can no longer be dismissed as utopian, naïve, or marginal. In many cases, it works.Gushee honestly and acutely articulates why pacifism and just war have had longstanding places in Christian political ethics, and why their adherents are [End Page 206] not easily reconciled. First, Jesus was nonviolent, and even those who construe rare and restrained violence as a form of neighbor love cannot deny that Jesus himself never expressed love in this way (121). Second, although Jesus calls disciples to participate in God's reign, that reign is but "eschatologically" present in a fallen world (119). Violence-transforming practices do not always work (125). Reconciling love may define kingdom discipleship, but when do we gauge love-in-action by the "present" reality of the kingdom, and when by the "not yet"? Third, according to Gushee, there is a difference (not separation) between church and government. This yields the conundrum that although their roles are different, Christians participate in both spheres, responsible not only for the peacemaking activities of the church but also for their social effects and for building just structures (5–6).Gushee does not claim to resolve these paradoxes. The collection underscores a more urgent challenge: to embody and expand Evangelical peacemaking as an integral dimension of discipleship and a powerful form of real-world politics. This book furthers theological-ethical analysis while leading scholars, students, and congregations to become active agents of change.Lisa Sowle CahillBoston CollegeCopyright © 2017 Society of Christian Ethics... (shrink)

This essay explores the utility of critical pedagogy by looking at competing definitions and considering the response of Turkish-American Afghanistan War veteran, Eymen, and his Introduction to Poetry classmates to interviews with Afghan Nobel peace laureate Malala Yousafzai and poetry written by Taliban fighters. Students develop profoundly negative feelings about the Taliban through specific sources, if they did not already feel that way; then, are exposed to a sentimental side of these fighters, who use the medieval ghazal poetry (...) form to express loss of their beloved homeland in registers that ring overtly Occidentalist and distinctly dystopic. The essay concludes with a discussion of the difficulty of teaching about the September 11th attacks, the aim being to get students to hold two contradictory viewpoints in their heads and try to retain the ability to be objective. (shrink)

Postural instability marks a prevalent symptom of Parkinson’s disease. It often manifests in increased body sway, which is commonly assessed by tracking the Center of Pressure. Yet, in terms of postural control, the body’s Center of Mass, and not CoP is what is regulated in a gravitational field. The aim of this study was to explore the effect of early- to mid-stage PD on these measures of postural control in response to unpredictable visual perturbations. We investigated three cohorts: 18 patients (...) with early to mid-stage PD [Hoehn & Yahr stage ; 1.94 ± 0.70]; a group of 15 age-matched controls ; and a group of 12 young healthy adults. Participants stood on a force plate to track their CoP, while the movement of their entire body was recorded with a video-based motion tracking system to monitor their CoM. A moving room paradigm was applied through a head-mounted virtual reality headset. The stimulus consisted of a virtual tunnel that stretched in the anterior-posterior direction which either remained static or moved back and forth in an unpredictable fashion.We found differences in mean sway amplitude and mean velocities of CoP and CoM between the groups under both conditions, with higher MSA of CoP and CoM for PD and higher mean velocities of both variables for PD and ECT when compared with YCT. Visual perturbation increased mean CoP velocity in all groups but did not have effects on mean CoM velocity or MSA. While being significantly lower for the young adults, the net effect of visual perturbation on mean CoP velocity was similar between patients with PD and age-matched controls. There was no effect of the visual perturbation on mean CoM velocity for any of the groups.Our simultaneous assessment of CoP and CoM revealed that postural control is reflected differently in CoM and CoP. As the motion of CoM remained mostly unaffected, all groups successfully counteracted the perturbation and maintained their balance. Higher CoP velocity for PD and ECT revealed increased corrective motion needed to achieve this, which however was similar in both groups. Thus, our results suggest increased effort, expressed in CoP velocity, to be an effect of age rather than disease in earlier stages of PD. (shrink)

We write in response to the original article by Rennie and Rudland published in the April 2003 edition of this journal.1 Current and former Dundee Medical School students are concerned at the media misinterpretation of the study and the consequences that this branding of “dishonesty” will have on Dundee Medical School’s reputation and also on individuals embarking on their ….

I am an M.D/Ph.D. student and work as a research assistant for the director of a division of the school of medicine who is an M.D. He assigned me to research a certain topic and gave me no guidelines or guidance as to how to do it. Nevertheless, I did the research and wrote it up. My supervisor liked the report and said that he thought it was so good that “I would like to offer you the opportunity to publish (...) it and list you as the primary author.” Some bells went off when he so grandly offered to let me author the report for which I had done 100% of research and writing. I consulted some other people in the field and they said that, as long as I was the primary author, it was legitimate for him to list himself as secondary author if he did some editing later. After editing the abstract only, he e-mailed his revisions to me and in a note at the bottom he asked me what I thought of his revised author order. His name was first, mine second, and the name of his girlfriend was third. I was shocked by what seemed to be a case of unethical author attribution and confronted him asking why he changed the order when we had agreed that I was primary author. He said that he had put in several hours of work. (shrink)

More than three centuries after Baruch Spinoza's excommunication from the Jewish community of Amsterdam, his legacy remains contentious. Born in 1632, Spinoza is one of the most important thinkers of the Enlightenment and arguably the paradigm of the secular Jew, having left Orthodoxy without converting to another faith. One of the most provocative critiques of Spinoza comes from an unexpected source, the influential twentieth-century political philosopher, Leo Strauss. Though Strauss was not an Orthodox Jew, in a well-known essay that prefaced (...) his study of Spinoza, he critically examines modern philosophy's challenge to traditional religion. There he argues that while the Enlightenment had failed to decisively refute Orthodoxy, at the same time, Orthodoxy could only claim to believe its core tenets were true but could not claim to know they were true. Strauss leaves the question at an impasse; both the Enlightenment and Orthodoxy rest on axioms that neither side can fully prove or fully refute. Curiously, Strauss never asks Orthodox Jewish thinkers if his approach to defending Judaism against the claims of the Enlightenment is the same as theirs. This volume poses the question to a group of serious Orthodox Jewish thinkers in an attempt to find out if Orthodoxy has a better answer to the questions raised by Strauss than the one Strauss advanced on its behalf. The seventeen essays in this volume use a variety of approaches, drawing on traditional primary Jewish sources like Scripture, Talmud, and Midrash; medieval rationalists like Maimonides; Enlightenment-era Orthodox sources; Jewish mystical writings like Kabbalah and Chasidut; modern philosophical movements including postmodernism and analytic philosophy; and contemporary Jewish Bible interpretation. While the answers differ, what unites these essays is the willingness to take Strauss' question seriously and to provide "inside" answers, that is, answers given by Orthodox Jews. Much of modern thought tries to square the circle of how to live in a world without belief. The better question is whether it is possible to recover authentic religious belief in the modern world. This volume is an Orthodox Jewish attempt to answer that question, one that no serious person can approach with indifference. (shrink)

Despite the urgency of this issue, AI still struggles to represent social life. This article presents a comprehensive agent-based model that investigates status-power dynamics in groups. Kemper’s sociological status–power theory of social relationships, and a literature review on school children in middle youth, is its basis. The model allows us to investigate causation of the near-ubiquitous phenomenon that females have lower social status on average than males. Possible causes included in the model are children’s dispositional traits (kindness, beauty, and physical (...) power), schoolyard culture (social acceptability of fighting), behavioural strategy (amount of rough-and-tumble play) and the balance between public and dyadic sources of status. An agent-based model of a virtual schoolyard was created in which the children assemble in changing groups and mutually confer status. The status conferred upon a child modifies the status it holds. Rough-and-tumble is modelled as ambiguous: it is intended as a status conferral, but may be perceived as a power move. Running many trials of the model we found that in time, depending on the parameter settings, a gender-based status gap emerged. Rough-and-tumble play had more impact on emergent status differences than did physical power differences. Social acceptability of fighting also strongly moderated the resulting status gap. Placing more weight on dyadic relationship could alleviate status loss. All these model behaviours are in line with empirical findings of child behaviour studies at schools. They have face validity for social status issues in the adult world. We conclude from this that this kind of agent-based model merits use in studying the status–power dynamics of other issues in child behaviour, or indeed in social behaviour in general. (shrink)

Background: In the university context, assessing students’ attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. Research objective: To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students’ attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control (...) group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students’ attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. Findings: After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. Conclusion: The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students’ attitudes, knowledge and opinions towards learning professional ethics. (shrink)

The purpose of this paper is to analyze the relationship between positive psychological quality and college students’ sense of responsibility for innovation and entrepreneurship from the perspective of positive psychology, explore the cultivation model that can effectively improve college students’ sense of responsibility for innovation and entrepreneurship, and promote their success in entrepreneurship. In this study, a total of 1,500 college students were selected for questionnaire survey. ANOVA was used to analyze the differences of innovation and entrepreneurship (...) responsibilities in demographic variables; factor analysis models were used to explore the factors that influence college students’ sense of responsibility for innovation and entrepreneurship; and Spearsman correlation and linear regression were used to analyze the relationship between college students’ positive quality and innovation and entrepreneurship. The results showed that the average scores of individual responsibility, team responsibility and social responsibility were 3.290, 3.624 and 3.720, respectively; individual responsibility differed significantly at the grade level; group responsibilities and social responsibilities were significantly different at the grade and gender levels; the linear fitting between benevolence, super-excellence, bravery, restraint, and wisdom with team responsibilities all reached significant levels, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with social responsibility reached a significant level, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with personal responsibility reached a significant level, among which the coefficient of excellence was the highest. This indicated that positive psychological qualities such as syngroup, excellence, modesty, benevolence, super-excellence, bravery, restraint, and wisdom were the influencing factors of college students’ sense of responsibility for innovation and entrepreneurship. Among them, the role of wisdom is the most noteworthy in predicting social and group responsibilities, and super-excellent is the most significant predictor for individual responsibility. (shrink)

To better understand the multiple individual factors that contribute to college cheating, we undertook a multivariate analysis of a national sample of 2,503 college students. Our findings indicated that demographic characteristics, character qualities, college experience, and student perceptions and attitudes are all significantly associated with academic cheating.

Against the scourge of the COVID-19 pandemic, college students’ learning engagement has become a key issue in universities and society. Guided by the theories of existential positive psychology and social perception, we explored the positive effect of a growth mindset on learning engagement during the COVID-19 pandemic. A total of 1,040 college students from universities in Henan Province of China effectively completed online questionnaires. The results showed that growth mindset was positively related to learning engagement and negatively associated (...) with perceived COVID-19 event strength and perceived stress; perceived COVID-19 event strength was positively related to perceived stress, while perceived COVID-19 event strength and perceived stress were negatively associated with learning engagement. Growth mindset affected learning engagement through three indirect paths: the mediating role of perceived COVID-19 event strength, the mediating role of perceived stress, and the serial mediating role of both perceived COVID-19 event strength and perceived stress. The results indicated that the growth mindset could contribute to college students’ learning engagement through the roles of perceived COVID-19 event strength and perceived stress during the COVID-19 pandemic. This study advances the understanding of the mechanism underlying the relationship between growth mindset and college students’ learning engagement during the COVID-19 pandemic. Furthermore, the findings of the study have important implications for promoting college students’ learning engagement during the pandemic. (shrink)

This study examines Chinese undergraduates’ perceptions of plagiarism in English academic writing in relation to their disciplinary background (i.e., hard vs. soft disciplines), academic enculturation (i.e., length of study in university), and gender. Drawing on data collected from 270 students at two universities in China, it finds clear discipline-based differences in participants’ knowledge of plagiarism and perceptions about its causes; an enculturational effect on perceived acceptability of and condemnatory attitudes toward plagiarism, with senior students being less harsh than (...) their junior counterparts; and complex interactions among disciplinary background, length of study, and gender. Furthermore, it reveals conceptions of (il)legitimate intertextuality (i.e., textual borrowing) differing from those prevalent in Anglo American academia and clearly punitive stances on perceived plagiarism. These results suggest the need to take an educative rather than punitive approach to source use in English academic writing. (shrink)

This study investigated students’ perceptions following a prepared, common presentation regarding academic integrity provided by their residence dons. This peer instruction study utilized both quantitative and qualitative analyses of survey data within a pre-test post-test design. Overall, students reported gains in knowledge, as well as confidence in their knowledge of academic integrity. Notably, students reported increases in their personal value for academic integrity after participating in the presentations. Overall, the quality and content of the presentations were judged (...) positively, and participants’ ratings of the presentation were predictive of increases in personal value of academic integrity, as well as self-reported knowledge and confidence gains. Qualitative analyses supported that the key ideas in the presentation served as the focal material for discussion, but also introduced specific topics that students wanted to explore in greater depth. (shrink)

Autistic students are more likely to drop out of university, while facing both challenges and opportunities within university environments. This study compared the experiences of autistic and non-autistic current United Kingdom students, in terms of thoughts about dropping out, burnout, mental health and coping, during the COVID-19 pandemic. Burnout was of particular interest as this is a relatively unexamined phenomenon for autistic students. Seventy autistic and 315 non-autistic students, completed a mixed methods questionnaire with standardized measures (...) of burnout, mental health, and coping styles. We also included qualitative questions about dropping out and COVID-19 experiences. We found autistic participants experienced higher rates of burnout and mental health symptoms and were more likely to have thought about dropping out. Reasons given for thinking about dropping out, for both groups, focused on poor mental well-being, doubts about university, and academic challenges. For autistic participants, further analyses did not identify specific predictors of thinking about dropping out, but for non-autistic participants, this was predicted by maladaptive coping styles and academic burnout. Academic and personal burnout predicted one another for autistic students, and age, maladaptive coping, autistic characteristics, stress, and anxiety additionally predicted burnout for non-autistic students. Similarities in experiences during the pandemic were noted, with both groups experiencing negative social implications, difficulties adjusting to emergency online learning, and poorer psychological well-being. Moving forward from COVID-19, universities must find ways to enhance both academic and social support, to enable equal opportunity within Higher Education for autistic students. (shrink)

Background Working as an ambulance nurse involves facing ethically problematic situations with multi-dimensional suffering, requiring the ability to create a trustful relationship. This entails a need to be clinically trained in order to identify ethical conflicts. Aim To describe ethical conflicts in patient relationships as experienced by ambulance nursing students during clinical studies. Research design An exploratory and interpretative design was used to inductively analyse textual data from examinations in clinical placement courses. Participants The 69 participants attended a 1-year (...) educational programme for ambulance nurses at a Swedish university. Ethical considerations The research was conducted in accordance with the Declaration of Helsinki. Participants gave voluntary informed consent for this study. Findings The students encountered ethical conflicts in patient relationships when they had inadequate access to the patient’s narrative. Doubts regarding patient autonomy were due to uncertainty regarding the patient’s decision-making ability, which forced students to handle patient autonomy. Conflicting assessments of the patient’s best interest added to the conflicts and also meant a disruption in patient focus. The absence of trustful relationships reinforced the ethical conflicts, together with an inadequacy in meeting different needs, which limited the possibility of providing proper care. Discussion Contextual circumstances add complexity to ethical conflicts regarding patient autonomy, dependency and the patient’s best interest. Students felt they were fluctuating between paternalism and letting the patient choose, and were challenged by considerations regarding the patient’s communication and decision-making ability, the views of third parties, and the need for prioritisation. Conclusion The essence of the patient relationship is a struggle to preserve autonomy while focusing on the patient’s best interest. Hence, there is a need for education and training that promotes ethical knowledge and ethical reflection focusing on the core nursing and caring values of trust and autonomy, particularly in situations that affect the patient’s decision-making ability. (shrink)

This research assesses the factors influencing students' decision-making when choosing a university. The study proposes eight factors, such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation, on students' university choices. A quantitative approach was employed, utilizing both secondary and primary data. A total of 330 students were sampled for this study. The data were analyzed using SPSS, employing descriptive statistics for data summarization and inferential (...) statistics for analysis. Descriptive tools such as frequency analysis were used to examine the distribution of responses, while regression analysis was conducted to test the predictive power of the factors. The findings of this study indicate that factors such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation are all significant considerations in students' decision-making process when choosing a university. These factors play an influential role in shaping students' preferences and choices. The results show that these factors significantly impact students' university choices. The study contributes to the existing literature by providing empirical evidence on the importance of these factors in the decision-making process. Understanding the influence of these factors can assist universities in developing targeted strategies to attract and meet the needs of prospective students. By recognizing the significance of parental involvement, fostering positive relationships with high school teachers, showcasing successful graduates, promoting positive word-of-mouth recommendations, providing a conducive learning environment, and building a solid reputation, universities can enhance their appeal and effectively compete in the higher education market. Further research in this area can explore additional factors and delve deeper into the mechanisms influencing students' decision-making when choosing a university. (shrink)

Even though depression has become one of the most common diseases in the world and significantly worsens the quality of life, many people who encounter its symptoms do not seek professional help and remain without treatment. One reason for avoiding medical care for depression could be the fear of stigmatization. Considering the varying levels of stereotypes and prejudices about mental illness and how it is treated in different cultures, it is interesting to compare the experience of dealing with stigma in (...) several countries. This study examines the influence of the cultural context on the experience of stigmatization of students from St. Petersburg and Helsinki. Data collection was carried out in 2019-2020 using in-depth interviews and autobiographies. The diversification of collection methods has increased the response of informants in Finland. The analysis of the obtained data was carried out using the Uwe Flick thematic coding technique which was developed to compare two or more groups of informants. The results of the study showed that the Finnish socio-cultural context was more friendly towards students with depression: participants from Helsinki noted a decrease in stigma around this condition in recent years. Seeking professional help was a way to reduce stigma by showing others that they are fighting the disease. In St. Petersburg, students feared the stigma associated with seeking medical help and put off going to a therapist. It was more difficult for them than for Finnish students to tell their relatives about their condition. In revealing the fact of depression to others, participants from St. Petersburg used various strategies to combat stigma. (shrink)

Students with autism spectrum disorder are accessing college in increasing numbers. Within this cohort are students who are twice exceptional—those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents (...) of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student’s best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented. (shrink)

Background Minimal research has been done to determine how well European nursing students understand the core principles of academic integrity and how often they deviate from good academic practice. Aim The aim of this study was to find out what educational needs nursing students have in terms of academic integrity. Research design A quantitative cross-sectional study in the form of a survey of nursing students was conducted via questionnaire in the fall of 2020. Participants The sample was (...) composed of 79 students in the BScN and MScN programs at Zürich University of Applied Sciences. Ethical considerations An application for a non-competence clearance was approved by the Ethics Committee in Zurich (BASEC No. Req-2020-00868). The survey was anonymous, and informed consent was obtained prior to participation. Results The participants had a high level of confidence in their own knowledge but were in many cases unable to correctly identify clear-cut examples of misconduct and to differentiate them from questionable practices. About 13% of the participants admitted that during their university education they had copied shorter passages from other sources into their own text without marking them as quotes. Conclusions The study documents extensive knowledge gaps among nursing students regarding both academic misconduct and questionable practices and indicates a need for improved academic integrity training. (shrink)

This study examined the influence of integrative motivation, instrumental motivation and second language (L2) proficiency on socio-cultural/academic adaptation in a sample of two groups of international students studying Chinese in China. Results revealed that the non-Asian student group reported higher levels of integrative motivation, socio-cultural adaptation and Chinese language proficiency than the Asian student group, who reported a higher level of instrumental motivation. No significant difference was found in academic adaptation between the two groups. Moreover, the relationships between study (...) variables are the same across Asian and non-Asian student groups. Further evidence from this research indicated that socio-cultural adaptation was influenced more by integrative motivation and less by L2 proficiency. Integrative motivation was found to be the only significant predictor of academic adaptation. Implications for future research are discussed. (shrink)

The present study is aimed at comprehensively assess tendency to neutralize (justify) academic cheating as a function of individual experience of teachers’ just behavior and new learning environments (NLE), while considering the Belief in a Just World (BJW) as a personal resource that has the potential to enhance those experiences. Data were collected from a sample of 193 second-year undergraduate college students. Path analysis main results showed that students who evaluated their teachers’ behavior toward them personally as just, (...) held more positive evaluation of the learning environment, and were less inclined toward academic cheating neutralization. Personal BJW was partly associated with the perceived NLE, this connection was primarily mediated by the experience of teacher justice. Moreover, students’ evaluation of their teachers’ just behavior was a stronger negative predictor of academic cheating neutralization than perceived forms of NLE. Interpretation of these results, applications and implications for future research are discussed. (shrink)

The aim of this research was to establish linear relations (association and prediction) and inferential relations between three constructs at different levels of psychological research –executive dysfunction(microanalysis),self-regulation(molecular level), andself-vs.external regulation(molar level), in the prediction of emotion regulation difficulties. We hypothesized that personal and contextual regulatory factors would be negatively related to levels of executive dysfunction and emotion regulation difficulties; by way of complement, non-regulatory and dysregulatory personal, and contextual factors would be positively related to these same difficulties. To establish relationships, (...) we used a retrospective,ex postfacto design, where 298 university students voluntarily participated by completing standardized self-reports. Linear and structural correlational, predictive analyses were performed, as well as inferential analyses. Results were consistent and validated the proposed hypotheses, for both association and prediction. The most important result refers to the discriminant value of the five-level combination heuristic for predicting Executive Function and External (contextual) Dys-Regulation. In conclusion: (1) both personal and contextual regulation factors must be analyzed in order to better understand the variation in executive functions and emotion regulation difficulties; (2) it is important to continue connecting the different levels of the constructs referring to self-regulation, given their complementary role in the behavioral analysis of regulation difficulties. (shrink)

The present study tested whether students’ autonomous motivation mediated the association between adult support (parental autonomy support, teacher support) and students’ homework effort. A sample of 666 Chinese middle school students was recruited to complete the parental autonomy support questionnaire, teacher support questionnaire, homework autonomous motivation questionnaire and homework effort questionnaire. Structural equation modeling showed that both parental autonomy support and teacher support positively predicted mathematics homework effort, and mathematics homework autonomous motivation was a mediator in these (...) associations. The present study reveals the importance of adult support and autonomous motivation, and has theoretical and practical implications. (shrink)

Background: Moral philosophical positions and professional values have been shown to influence nurses’ practice behaviours. Understanding nursing students’ professional values and ethical ideologies, therefore, is important as they may help inform evidence-informed curriculum decisions and education strategies to develop students’ professional reflective competencies. However, there is a dearth in current empirical data on Canadian nursing students’ perceptions of professional values and ethical positions. Objectives: This study’s purpose was to examine undergraduate nursing student’s perceptions of professional values and (...) ethical ideology and explore relationships in data and selected participant demographic variables. Research design, participants and context: A descriptive cross-sectional research design was conducted with a convenience sample of undergraduate nursing students recruited from a university in Canada. An online encrypted survey consisting of two validated instruments was administered to participants who met study eligibility criteria. Descriptive and inferential statistics were employed to analyse the data and classify nursing students’ ethical ideologies into four categories based on mean scores for idealism and relativism. Ethical considerations: This study received ethical approval from the institutional Behavioural Research Ethics Board and was executed in-line with ethical principles for research involving humans. Findings: Nursing students scored high on professional values and ethical idealism and differed significantly on a measure of ethical relativism in terms of age and year of study. Professional values were significantly associated with ethical idealism. Based on mean scores for idealism and relativism, most nursing students in the study were classified as situationists. Discussion and conclusion: Findings suggest that faculty pay attention to influences of moral philosophical positions in facilitating nursing students’ professional values development. Implications for future research and curriculum are highlighted to strengthen nursing students’ professional values. (shrink)

This study employs a holistic and indigenous theoretical model called Whare Tapa Rima to examine the project-based learning (PBL) experiences of Asian students in a private training establishment, the W institution, at the tertiary level in New Zealand. The analysis shows that Asian students face challenges in their PBL journey in physical, cultural, interconnected emotional and intellectual, social, and spiritual dimensions. Implications from the research analysis may be considered about how to provide better support and international services to (...) Asian students involved in PBL programs worldwide by adopting the responsive, theory-informed framework of the Whare Tapa Rima Model. (shrink)

Professional codes of ethics are regarded as elements of nurses' ethical knowledge base and consequently part of their ethics education. However, research focusing on these codes from an educational viewpoint is scarce. This study explored the need and applicability of nursing codes of ethics in modern health care, their importance in the nursing ethics curriculum, and the need for development of their teaching. A total of 183 Finnish nurse educators and 212 nursing students answered three structured questions, with an (...) opportunity to justify their responses, and one open-ended question. Descriptive statistics and content analysis were used to analyse the data. The results suggest that the existence of the codes was seen as important and their applicability mainly as appropriate, despite new challenges posed by modern health care. The codes were regarded as an important part of nurses' ethics education, but current integrated teaching methods require development. (shrink)

Corruption in higher education has raised concern among governments, citizens, and the education community worldwide. However, few papers have sought to explore the students’ willingness to engage in corrupt practices at the university level. The present study aimed to examine the influence of different corrupt behaviours and perceived corruption among peers on the corrupt intention of university students. 120 undergraduate students participated in a quasi-experimental design divided in 3 treatments to rate their willingness to engage in favouritism (...) and embezzlement behaviours. Results pointed out that students were more prone to committing a non-monetary behaviour favouritism– than a monetary behaviour –embezzlement–. Furthermore, there were not significant differences between the groups of control and high-corruption acceptance; while only the group of low-corruption acceptance showed significant lower rates when compared to the control and the high-corruption acceptance’s group. Practical recommendations need to address students’ perceptions of different corrupt practices, focusing on designing ethical training programmes aimed to raise awareness on the negative consequences of non-monetary activities. Future research directions could generate empirical support to prove if students are able to recognize the underlying mechanisms of subtle corrupt practices. (shrink)