Cell Phones, Sexual Behaviors and HIV Prevalence in Rakai, Uganda: A Cross Sectional Analysis of Longitudinal Data.

Cell phones have increased communication and connection across the globe and particularly in sub-Saharan Africa-with potential consequences for the HIV epidemic. We examined the association among ownership of cell phones, sexual behaviors (number of sexual partners, alcohol use before sex, inconsistent condom use), and HIV prevalence. Data were from four rounds (2010-2016) of the Rakai Community Cohort Study (N = 58,275). Sexual behaviors and HIV prevalence were compared between people who owned a cell phone to people who did not own a cell phone. We stratified analysis by younger (15-24 years) and older (25+ years) age groups and by gender. Using logistic regression and after adjusting for sociodemographic characteristics, we found cell phone ownership was independently associated with increased odds of having two or more sexual partners in the past 12 months across age and gender groups (young men AOR 1.67, 95% CI 1.47-1.90; young women AOR 1.28 95% CI 1.08-1.53; older men AOR 1.54 95% CI 1.41-1.69; older women AOR 1.44 95% CI 1.26-1.65). Interestingly, young men who owned cell phones had decreased odds of using condoms inconsistently (AOR 0.66, 95% CI 0.57-0.75). For young women, cell phone ownership was associated with increased odds of using alcohol before sex (AOR 1.38 95% CI 1.17-1.63) and increased odds of inconsistent condom use (AOR 1.40, 95% 1.17-1.67). After adjusting for sociodemographic characteristics, only young women who owned cell phones had increased odds of being HIV positive (AOR 1.27 95% CI 1.07-1.50). This association was not mediated by sexual behaviors (Adjusted for sociodemographic characteristics and sexual behaviors AOR 1.24, 95% CI 1.05-1.46). While cell phone ownership appears to be associated with increased HIV risk for young women, we also see a potential opportunity for future cell phone-based health interventions.

Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries.

Children from lower socioeconomic status (SES) backgrounds tend to have more negative self-perceptions. More negative self-perceptions are often related to lower academic achievement. Linking these findings, we asked: Do children's self-perceptions help explain socioeconomic disparities in academic achievement around the world? We addressed this question using data from the 2018 Programme for International Student Assessment (PISA) survey, including n = 520,729 records of 15-year-old students from 70 countries. We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement. As predicted, across countries, children's self-perceptions jointly and separately partially mediated the association between socioeconomic status and reading achievement, explaining additional 11% (ΔR2 = 0.105) of the variance in reading achievement. The positive mediation effect of self-perceived competency was more pronounced in countries with higher social mobility, indicating the importance of environments that "afford" the use of beneficial self-perceptions. While the results tentatively suggest self-perceptions, in general, to be an important lever to address inequality, interventions targeting self-perceived competency might be particularly effective in counteracting educational inequalities in countries with higher social mobility.

The relation of representational competence and conceptual knowledge in female and male undergraduates.

Background: Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with N = 515 undergraduates' conceptual knowledge about electromagnetism. Results: Applying latent variable modeling, we found that students' representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation: r = .54; latent correlation: r = .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge. Conclusions: These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge. Supplementary Information: The online version contains supplementary material available at 10.1186/s40594-023-00435-6.

Reducing gender differences in student motivational-affective factors: A meta-analysis of school-based interventions.

BACKGROUND: Research shows that gender differences tend to exist in student motivational-affective factors in core subjects such as math, science or reading, where one gender is stereotypically disadvantaged. AIMS: This study aimed to investigate strategies that could reduce these gender differences by conducting a meta-analysis on school-based intervention studies that targeted student motivational-affective factors. We therefore evaluated whether interventions had differential effects for male and female students' motivational-affective factors in a given academic subject. We also evaluated potential moderator variables. METHOD: After conducting a systematic database search and screening abstracts for inclusion, we synthesized 71 effect sizes from 20 primary studies. All included studies were conducted in science or mathematics-related subjects, which are stereotypically female-disadvantaged. RESULTS: While the interventions had significant positive effects for both genders, there was no statistically significant difference between the two genders with regard to the intervention effects on motivational-affective factors. However, the descriptive effect size for female students (g = .49) was far greater than for male students (g = .28). Moderator analyses showed no significant effects for grade level, intervention duration, or school subject, but there was a significant influence of intervention method used. CONCLUSIONS: This study demonstrated that school-based interventions have positive effects on motivational-affective factors for both genders. It also provides evidence that interventions in subjects where female students are stereotypically disadvantaged may have greater effects for females than for males. Implications and suggestions for future research are discussed.

Online teaching and learning in higher education: Lessons learned in crisis situations.

In the year 2020, the Covid-19 pandemic turned both private and public life upside down. Teaching and learning at higher education institutions worldwide had to move online on very short notice. This Special Issue focuses on the academic practice of online teaching and learning in higher education in the current time of crisis. Online teaching and learning has been a prominent research topic for the last three decades, but online study programs at universities are still scarce. In this synthesis article, our considerations about online teaching and learning in higher education are positioned in the broad framework of communities of practice (CoPs). We establish a relationship between CoP-concepts and the integrative framework for learning activities involving technology in higher education (the C♭ model), as proposed by Sailer and colleagues in this Special Issue. We continue with some initial thoughts on online teaching and learning in higher education in general, and emergency online teaching and learning more specifically. After an overview of the international research compiled in this Special Issue, we derive a number of general insights on online teaching and learning in higher education, emphasizing, for instance, scaffolding of regulation processes or communication platforms as potential artifacts of an online teaching and learning CoP.

Designing for fake news literacy training: A problem-based undergraduate online-course.

In the wake of the Covid-19 pandemic, most universities had to switch to "emergency online learning". At the same time, academics were in search of means to combat "the infodemic", a wave of misinformation rolling over the world, affecting social and political life, and undermining efforts to deal with the pandemic. In the framework of emergency online learning, we propose an educational sciences undergraduate online course addressing fake news illiteracy by giving students an insight into the form and effects of fake news with a focus on framing. The course was built upon current fake news research and the problem-based learning approach. The research questions addressed students' perceptions of critical design elements, their fake news credibility test performance, and their academic achievement. A total of N = 102 undergraduate students participated in the course. Among various design elements, students indicated that online communication and feedback was most appealing. On the other hand, for future course iterations, they suggested improvements to the task descriptions. Fake news credibility decreased significantly (F(1, 36) = 62.64, p < 0.000, partial η 2  = 0.64) and final course papers were on average good to very good, indicating strong academic achievement. The study suggests that problem-based online courses can be appropriate learning environments, even in the context of "emergency online learning" and, furthermore, that they can serve as an instrument for combating fake news illiteracy.

The Impact of Human Trafficking Training on Healthcare Professionals' Knowledge and Attitudes.

OBJECTIVES: The objective of this study was to evaluate a CME-accredited human trafficking didactic and discussion-based training for healthcare professionals by comparing participant knowledge and attitudes on human trafficking before and after attending the training. METHODS: A novel 18-item survey was developed to test the knowledge of and attitudes towards human trafficking. Participants of 17 standardized trainings delivered by 4 physician-trainers over a two-year period were invited to take a pre-test and 2 post-tests at 1-week and 6-months post training. Surveys were anonymously collected and linked to each participant with a de-identified number. Data were analyzed using SPSS software with scores given to the overall and knowledge and attitude subscales. Data are presented as mean ± standard deviation. Comparisons were made using paired t-tests or ANOVA, as appropriate. RESULTS: Total of 424 participants submitted the pre-test and were predominantly female (81%) and students in healthcare fields (55%). Of these participants, 237 (56%) submitted the 1-week post-test. Scores increased from pre-test to 1-week post-test in both knowledge (54.7 ± 18.7%-84.5 ± 12.8%, P = .001) and attitude (49.4 ± 14.7%-71.0 ± 12.8%, P < .001) subscales. Forty-seven participants (11%) submitted the 6-month post-test, which demonstrated a decrease in knowledge score from the 1-week post-test (84.5 ± 12.8%-50.0 ± 13.6%, P < .001). However, improvements in attitude scores were sustained across time (71.0 ± 12.8%-68.8 ± 12.4%, P < .001). CONCLUSIONS: Among health professionals, the CME-accredited LIFT training leads to a short-term improvement in knowledge of human trafficking and a sustained improvement in awareness and attitudes about human trafficking.

Digital support principles for sustained mathematics learning in disadvantaged students.

This study addresses the pressing issue of how to raise the performance of disadvantaged students in mathematics. We combined established findings on effective instruction with emerging research addressing the specific needs of disadvantaged students. A sample of N = 260 disadvantaged 6th-graders received 4 weeks (15 lessons) of fraction instruction either as usual or evidence-based instruction, with and without digital learning support (i.e., interactivity, adaptivity, and immediate explanatory feedback). To examine the sustainability of effects, we assessed students' fraction knowledge immediately after the 4 weeks and once again after a period of additional 8 weeks. Generalized linear mixed models revealed that students only benefitted from evidence-based instruction if digital support was available in addition. Digital support principles implemented in evidence-based instruction helped disadvantaged students to acquire mathematics knowledge-and to maintain this knowledge.

A multi-scale, integrative modeling framework for setting conservation priorities at the catchment scale for the Freshwater Pearl Mussel Margaritifera margaritifera.

The identification and prioritization of sites for conservation actions to protect biodiversity in lotic systems is crucial when economic resources or available areas are limited. Challenges include the incorporation of multi-scale interactions, and the application of species distribution models (SDMs) to rare organism with multiple life stages. To support the planning of conservation actions for the highly endangered Freshwater Pearl Mussel Margaritifera margaritifera (FPM), this paper aims at developing an ecohydrological modeling cascade including a hydrological model (SWAT) and a hydraulic model (HEC-RAS). Building on hydrology and hydraulics, Random Forest models for potential risk to juveniles due to sand accumulation, SDMs for adults habitat niche, and a landscape connectivity assessment of dispersal potential were developed. The feasibility of such models integration was tested in the Aist catchment (630 km2) in Austria. The potential FPM habitat and the sand accumulation risk for the whole catchment were predicted with good accuracy. Results show that while the potentially suitable habitats for adults FPM cover 34% of the river network, only few habitat patches can maximize the dispersal potential (4% of the river network) and even less are showing limited impact of accumulations (3.5% of river network). No habitat patch that meets all the three criteria is available, suggesting approaches that target the patch-specific critical life stage-factors are promising for conservation.

The test of basic Mechanics Conceptual Understanding (bMCU): using Rasch analysis to develop and evaluate an efficient multiple choice test on Newton's mechanics.

BACKGROUND: Valid assessment of the understanding of Newton's mechanics is highly relevant to both physics classrooms and research. Several tests have been developed. What remains missing, however, is an efficient and fair test of conceptual understanding that is adapted to the content taught to secondary school students and that can be validly applied as a pre- and posttest to reflect change. In this paper, we describe the development and evaluation of the test of basic Mechanics Conceptual Understanding (bMCU), which was designed to meet these requirements. RESULTS: In the context of test development, qualitative and quantitative methods, including Rasch analyses, were applied to more than 300 Swiss secondary school students. The final test's conformity to the Rasch model was confirmed with a sample of N = 141 students. We further ascertained the bMCU test's applicability as a change measure. Additionally, the criterion validity of the bMCU test was investigated in a sample of secondary school students (N = 66) and a sample of mechanical engineering students (N = 21). In both samples, the bMCU test was a useful predictor of actual student performance. CONCLUSIONS: The bMCU test proved to enable fair, efficient, and simultaneously rigorous measurement of secondary school students' conceptual understanding of Newton's mechanics. This new instrument might fruitfully be used in both physics classrooms and educational research.