Intraindividual associations between active social media use, exhaustion, and bedtime vary according to age-A longitudinal study across adolescence.

INTRODUCTION: The majority of adolescents engage with others online, and using social media is one of their top activities. However, there is little longitudinal evidence addressing whether active social media use is associated with study-related emotional exhaustion or delayed bedtime at the individual level of development during adolescence. METHOD: A 6-year longitudinal survey study (N = 426, female, 65.7%) was conducted (2014-2019) in Finland when the participants were 13-19 years old. Utilizing a Random Intercept Cross-Lagged Panel Model, this study focused specifically on longitudinal within-person effects. RESULTS: No clear patterns between increased active social media use, increased emotional exhaustion, and delayed bedtime were found; however, the associations varied across the years of adolescence: active social media use and delayed bedtime were only associated in early adolescence; active social media use and emotional exhaustion were associated in both middle and late adolescence. CONCLUSIONS: Intraindividual relations between adolescents' reported active social media use, emotional exhaustion, and sleeping habits are small, inconsistent, and vary according to age. Therefore, future research should focus on additional longitudinal studies to examine the specific practices of social media use during the different developmental stages of at-risk individuals.

The Dark Side of Internet Use: Two Longitudinal Studies of Excessive Internet Use, Depressive Symptoms, School Burnout and Engagement Among Finnish Early and Late Adolescents.

Recent research shows an increased concern with well-being at school and potential problems associated with students' use of socio-digital technologies, i.e., the mobile devices, computers, social media, and the Internet. Simultaneously with supporting creative social activities, socio-digital participation may also lead to compulsive and addictive behavioral patterns affecting both general and school-related mental health problems. Using two longitudinal data waves gathered among 1702 (53 % female) early (age 12-14) and 1636 (64 % female) late (age 16-18) Finnish adolescents, we examined cross-lagged paths between excessive internet use, school engagement and burnout, and depressive symptoms. Structural equation modeling revealed reciprocal cross-lagged paths between excessive internet use and school burnout among both adolescent groups: school burnout predicted later excessive internet use and excessive internet use predicted later school burnout. Reciprocal paths between school burnout and depressive symptoms were also found. Girls typically suffered more than boys from depressive symptoms and, in late adolescence, school burnout. Boys, in turn, more typically suffered from excessive internet use. These results show that, among adolescents, excessive internet use can be a cause of school burnout that can later spill over to depressive symptoms.

Can you feel the excitement? Physiological correlates of students' self-reported emotions.

BACKGROUND: This study explored the physiological correlates of students' self-reported emotions in ecologically valid settings by combining biosignal data (on physical and cardiac activity) and experience sampling method (ESM) data. AIMS: The aim was to examine the concurrent associations between self-reported excitement, calmness, anxiety, and boredom (adopted from the dimensional model of emotions) and students' heart rate (HR) and heart rate variability (HRV) (indicators of physiological arousal and the activation of the autonomous nervous system). Students' physical activity was controlled in the models via the metabolic equivalent of task (MET) values (actigraphy data). A second objective was to explore how to combine the information stored by these three sources of ambulatory assessment. SAMPLE: The study comprised 136 high school students with multiple repetitive data points. METHODS: For three consecutive days, students wore biometric sensors and wristbands collecting their HR, HRV, and MET signals, and answered the ESM questionnaires five times a day on smartphones. RESULTS: When MET values were controlled for, self-reported excitement was related to higher HR as well as lower HRV during a specific moment, indicating stronger sympathetic activity (i.e., physiological arousal/activation). Self-reported boredom was related to lower HR but was unrelated to HRV. Self-reported calmness and anxiety were unrelated to HR and HRV after controlling for MET. CONCLUSIONS: A 5-min time window with a Gaussian weighted mean seemed to be an appropriate data processing method for capturing the physiological arousal (or abate) of self-reported excitement and boredom. The findings suggest that the physiological stimulus of elevated HR could be interpreted by students as an adaptive state of excitement. Combining the experience sampling approach and the physiological measures revealed how the mind and body function in interplay and can therefore provide objective evidence of emotional and motivational processes as they unfold in students' daily lives.

Balancing Work Life: Job Crafting, Work Engagement, and Workaholism in the Finnish Public Sector.

The aim of this study was to investigate how job crafting, work engagement, and workaholism were related in public sector organizations. The participants (N = 213) were civil servants from three Finnish public organizations, representing different professions, such as school personnel, secretaries, directors, parking attendants, and ICT specialists. We duly operationalized job crafting, work engagement, and workaholism by using the Job Crafting Scale, the UWES-9, and the Work Addiction Risk Test. The current study focused on the Finnish public sector, since work engagement is recognized at the governmental level and has been shown to be strongly and positively associated with economic activity and productivity, while workaholism is associated with poor wellbeing. We analyzed the data by using structural equation modeling and found that three job crafting dimensions were strongly intertwined with one another. These dimensions were increasing structural job resources, increasing social job resources, and increasing challenging job demands. In the structural model, dimension "increasing structural job resources" was positively related to work engagement, whereas dimension "decreasing hindering job demands" was negatively associated with workaholism. This study highlighted the relevance of employees learning to balance their job resources and demands. We recommend that, in the public sector, employees be systematically encouraged to practice job crafting behavior by enabling them to increase structural job resources. These results are of high relevance, considering the heavy workload of public sector employees during the COVID-19 pandemic.

Exploring the Relations Among Teachers' Epistemic Theories, Work Engagement, Burnout and the Contemporary Challenges of the Teacher Profession.

Current educational reforms concerning curricula and digitalization challenge educators to meet new demands for learning and schooling. What is common for current educational reforms is that they tend to emphasize competencies that are not related to the traditional subject-matters and reflect a stance which presents learning as a naturally reflective and collaborative act. It is often assumed that teachers are automatically ready to implement ideas of this kind in practice. In this study, we propose that teachers' theories about knowledge, knowing and learning, particularly their epistemic theories, may be related to how teachers approach these reforms which challenge their previous ways of working and how they perceive their wellbeing at work. To examine these matters, we explored the dynamic interrelations between teachers' epistemic theories, conformity with the novel curricular and digital reforms (ideas behind the new curriculum and digitalization program), perceptions of the school leadership, work engagement and burnout. Participants (Study 1 n = 228; Study 2 n = 200) were Finnish class teachers and subject-matter teachers. Both data sets were collected before the COVID-19 pandemic. For data analysis, we plotted correlation network figures. Results showed that if teachers' epistemic theory was in harmony with the curricular or digital reforms, there is a positive association with work engagement and negative association with burnout. In sum, results of this provided a hint of the phenomenon suggesting that teachers' epistemic theories may be a factor which buffers teachers to meet the current epistemic and developmental challenges of teachers' profession, and furthermore, serve as grounds for a positive association for teachers to feel adequate and satisfied in their work.

Brain Responses to Peer Feedback in Social Media Are Modulated by Valence in Late Adolescence.

Previous studies have examined the neural correlates of receiving negative feedback from peers during virtual social interaction in young people. However, there is a lack of studies applying platforms adolescents use in daily life. In the present study, 92 late-adolescent participants performed a task that involved receiving positive and negative feedback to their opinions from peers in a Facebook-like platform, while brain activity was measured using functional magnetic resonance imaging (fMRI). Peer feedback was shown to activate clusters in the ventrolateral prefrontal cortex (VLPFC), medial prefrontal cortex (MPFC), superior temporal gyrus and sulcus (STG/STS), and occipital cortex (OC). Negative feedback was related to greater activity in the VLPFC, MPFC, and anterior insula than positive feedback, replicating previous findings on peer feedback and social rejection. Real-life habits of social media use did not correlate with brain responses to negative feedback.

Students' approaches to learning in clinical interprofessional context.

BACKGROUND: Health care professionals are supposed to work in teams. Students in health care need to learn how to collaborate during their undergraduate education. Interprofessional learning environments, where collaboration is necessary, may be differently accepted by students depending on their approach to learning. AIM: We investigated health care students' evaluations of interprofessional clinical training in relation to their study orientations. METHODS: The participants were 369 students (40 occupational therapy-, 85 medical-, 52 physiotherapy-, and 192 nursing students) attending an IPE course at a Swedish University Hospital. Data were collected by questionnaires measuring orientations to studying and attitudes towards the clinical training and the IPE concept before and after the training. The response rate was 77 %. Study groups were formed by a cluster analysis on the basis of the students' learning orientations. RESULTS: Three clusters were found: Low collaboration-, Collaborative Constructivist-, and Cookbook groups. These clusters were related to different professions and how students perceived their interprofessional learning environment. CONCLUSIONS: Study orientations appear to play a role in the way students evaluate interprofessional training. This should be taken into account in instruction. Students with a 'Cookbook' approach to learning showed an increased understanding of interprofessional collaboration after the course.

The Development of Teachers' and Their Students' Social and Emotional Learning During the "Learning to Be Project"-Training Course in Five European Countries.

In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8-11 years (pre puberty) and the age group of 12-15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group (n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group (n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students.

The anatomy of learning anatomy.

The experience of clinical teachers as well as research results about senior medical students' understanding of basic science concepts has much been debated. To gain a better understanding about how this knowledge-transformation is managed by medical students, this work aims at investigating their ways of setting about learning anatomy. Second-year medical students were interviewed with a focus on their approach to learning and their way of organizing their studies in anatomy. Phenomenographic analysis of the interviews was performed in 2007 to explore the complex field of learning anatomy. Subjects were found to hold conceptions of a dual notion of the field of anatomy and the interplay between details and wholes permeated their ways of studying with an obvious endeavor of understanding anatomy in terms of connectedness and meaning. The students' ways of approaching the learning task was characterized by three categories of description; the subjects experienced their anatomy studies as memorizing, contextualizing or experiencing. The study reveals aspects of learning anatomy indicating a deficit in meaningfulness. Variation in approach to learning and contextualization of anatomy are suggested as key-elements in how the students arrive at understanding. This should be acknowledged through careful variation of the integration of anatomy in future design of medical curricula.

Effects on knowledge and attitudes of using stages of change to train general practitioners on management of depression: a randomized controlled study.

OBJECTIVE: To assess the impact on knowledge and attitudes of a tailored educational intervention on depression using a modified version of the Prochaska stages of change model, compared with standard continuing medical education, for general practitioners (GPs) in primary care in Iran. METHOD: Using a randomized controlled trial, a total of 192 GPs were evenly randomized to intervention or control arm. The topic for the educational intervention was depressive disorders. The participants were divided in to small and large groups, depending on their initial stage of change. The GPs' knowledge and skills regarding management of depressive disorders were assessed through a questionnaire with 7 multiple choice questions, 11 Likert statements, 3 case vignettes, and 1 essay question. Attitudes toward management of depressive disorders were also assessed. Both questionnaires were validated. RESULTS: There was a significant improvement in knowledge mean scores regarding multiple choice and Likert questions (intervention effect 6%; P = 0.002), as well as for the case vignettes and essay question (intervention effect 12%; P = 0.011) in the intervention arm, in comparison with the control arm. There were significant changes in mean attitude scores in both study arms, but no difference between them. CONCLUSIONS: A theoretical model of medical learning and behavioural change can be used to devise educational formats that suit different stages of learning. Such tailored educational formats can improve GPs' knowledge and skills regarding management of depressive disorders.

Work Burnout and Engagement Profiles Among Teachers.

The focus of the current study was to examine teachers' well-being in terms of work engagement and burnout by using a person-oriented approach. The participants (n = 149, 70.5% female) were subject-matter teachers from 22 schools from metropolitan Helsinki area in Finland. The first aim was to examine the kinds of profiles we can identify based on work burnout and engagement among teachers. The second aim was to study how the identified profiles differed in job-related demands and resources and personal resources in terms of resilience. Based on the demands-resources model, we expected to find profiles that differ in terms of key resources and demands. The sample was acquired as a convenience sample and the data was collected using online self-report questionnaires. The measures were work engagement, work burnout, work demands/resources (workload and control) and resilience as the personal resource. In addition, changes and effects of the economic circumstances were accounted for with two binary variables assessing the effect on class sizes and material resources. We identified two profiles among teachers: engaged (30%) and engaged-burnout (70%) profiles. We found that those in the engaged profile group had more job and personal resources, such as control and resilience, whereas those in the engaged-burnout profile group experienced more work demands, such as workload.

Cross-cultural adaptation of the Swedish version of Readiness for Interprofessional Learning Scale (RIPLS).

CONTEXT: Interprofessional learning activities in health care are being gradually introduced on an international basis and therefore cross-cultural and internationally collaborative research into the outcomes of these activities is needed. Hence, it is necessary not only to translate research instruments into the language of the culture in which they are to be used, but also to adapt them culturally if they are to fulfil the testing purposes for which they are intended. It is also necessary to test a translated instrument in order to ensure that it retains its intended psychometric properties. METHODS: In the present study, the Readiness for Interprofessional Learning Scale (RIPLS) was adapted for use in a Swedish student population. Cross-cultural adaptation was performed according to recommended guidelines. The Swedish version was tested on a group of students from various health care professions (n = 214). Cronbach's alpha coefficient was adopted to ensure internal consistency. RESULTS: Minor discrepancies during the different translation processes were identified and corrected. Confirmatory factor analysis suggests that the model had an acceptable fit, implying that the factor structure of the scale did not undergo any significant changes by being subjected to translation. The psychometric qualities of the instrument were comparable with those of the English-language version. CONCLUSIONS: This study presents the cross-cultural adaptation of the RIPLS and demonstrates that its subscale Teamwork and Collaboration is the only reliable subscale. The other 2 subscales (Professional Identity, and Roles and Responsibilities) probably require further scrutiny and development, at least in the Swedish population.

How do medical teachers address the problem of transfer?

Clinical teachers often complain that medical students have forgotten or somehow "lost" knowledge that has been taught at pre-clinical levels at the time of entering the clinical part of education. The purpose of this qualitative study was to explore, whether transfer of knowledge was identified as a problem by the teaching staff of anatomy and surgery, and if so, what strategies they used to overcome it. Semi-structured interviews were conducted with ten medical teachers in anatomy and surgery. Most teachers recognised that there was a problem of transfer and some individuals had adopted strategies to address this. However, there was no formal educational strategy suggested to overcome the problem of transfer. The conclusion is that transfer needs to be addressed both by basic science teachers and clinical teachers. There is a need for a mutual educational discourse of the contexts students will face.

MED NORD--A tool for measuring medical students' well-being and study orientations.

BACKGROUND: The relationship between medical students' well-being, motivation, and their conceptions of learning and knowledge has not been previously explored. AIMS: This study aimed to validate a research instrument intending to measure medical students' (n = 280) (1) experiences of stress, anxiety and disinterest, (2) motivational (thinking) strategies, (3) conceptions of learning and knowledge (epistemologies), and (4) approaches to learning. METHODS: We developed an instrument, MED NORD, which is a composition of scales measuring different theoretical constructs that previously have shown good predictive value, validity and reliability. A principal component analysis with Varimax-rotation was performed in order to see how the scales related to each other. RESULTS: The internal consistency reliability was found to be satisfactory or good for each scale. The results showed five factors: Dysfunctional Orientation, Collaborative Knowledge Building Orientation, Cookbook Orientation, Social Orientation, and Individual Abilities Orientation. These study orientations were related to how medical students perceived their learning environment. CONCLUSIONS: The new tool showed consistency and validity and was judged appropriate for future use in measuring medical students' well-being and study orientations.

Neural activity patterns between different executive tasks are more similar in adulthood than in adolescence.

BACKGROUND: Adolescence is a time of ongoing neural maturation and cognitive development, especially regarding executive functions. In the current study, age-related differences in the neural correlates of different executive functions were tracked by comparing three age groups consisting of adolescents and young adults. METHODS: Brain activity was measured with functional magnetic resonance imaging (fMRI) from 167 human participants (13- to 14-year-old middle adolescents, 16- to 17-year-old late adolescents and 20- to 24-year-old young adults; 80 female, 87 male) while they performed attention and working memory tasks. The tasks were designed to tap into four putative sub-processes of executive function: division of attention, inhibition of distractors, working memory, and attention switching. RESULTS: Behaviorally, our results demonstrated superior task performance in older participants across all task types. When brain activity was examined, young adult participants demonstrated a greater degree of overlap between brain regions recruited by the different executive tasks than adolescent participants. Similarly, functional connectivity between frontoparietal cortical regions was less task specific in the young adult participants than in adolescent participants. CONCLUSIONS: Together, these results demonstrate that the similarity between different executive processes in terms of both neural recruitment and functional connectivity increases with age from middle adolescence to early adulthood, possibly contributing to age-related behavioral improvements in executive functioning. These developmental changes in brain recruitment may reflect a more homogenous morphological organization between process-specific neural networks, increased reliance on a more domain-general network involved in executive processing, or developmental changes in cognitive strategy.

Applying a modified Prochaska's model of readiness to change for general practitioners on depressive disorders in CME programmes: validation of tool.

OBJECTIVE: To assess the validity and reliability of an 11-item questionnaire for stages of readiness to change according to a modified Prochaska model (including attitude, intention and action stage) in the context of continuing medical education (CME) on depressive disorders for general practitioners (GPs) in Tehran, Iran. METHODS: Three hundred and fifty GPs were recruited for filling in a questionnaire in order to assess content validity and modifying the questionnaire. Fifty-nine GPs were involved for testing reliability and 39 GPs for testing concurrent validity. Content validity of the questionnaire was assessed by expert consensus. Concurrent validity was assessed by correlating the results of a semi-structured interview with those of the self-assessment questionnaire. For testing reliability there was a test-retest approach with an interval of 3-7 days. RESULTS: A panel of experts was held at four times and the final version of modified Prochaska questionnaire (MPQ) was compiled by the panel. Total kappa coefficient for concurrent validity of the whole questionnaire was 0.80. Only two of the questions had a kappa coefficient lower than 0.70. In the test-retest, 96% of participants reassigned to the same stage and the total kappa coefficient of reliability was 0.89 for the whole questionnaire. CONCLUSION: The validity and reliability of the MPQ for assessing GPs' readiness to change in the field of depressive disorders were found to be high in the Iranian context. These findings support its application in tailoring and evaluating CME programmes for GPs in Iran.

'Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems design.

BACKGROUND: Advocates of the project method claim that project-based learning inspires student learning. However, it has been claimed that project-based learning environments demand quite a bit of self-regulation on the part of the learner. AIMS: Consequently, it was tested whether students scoring low in self-regulation of learning experienced 'friction', an incompatibility between student self-regulation and the demands posed by the learning environment. This would be manifest in cognitive processing and motivation. SAMPLES: The target group consisted of 58 mainly third-year Finnish university students taking a mandatory project course in information systems design. During the project course, student teams completed a commissioned assignment. The study also included a matched nonequivalent comparison group composed of computer science students attending study programmes without a project-based component. METHODS: Data were gathered by means of a questionnaire administered at the beginning and end of the project course and it was analysed by between-groups repeated measures ANOVA. In addition, the students on the course were interviewed. RESULTS: Results suggest that the work-based project model in question may indeed have a substantial motivational impact, interestingly benefitting especially those students who scored low in self-regulation. CONCLUSIONS: It is argued that we tend to view learning environments too simplistically. In particular, a basic distinction should be made between individual and collaborative learning contexts, since peer scaffolding, group grading and choice of group roles may explain why students scoring low in self-regulation of learning did not encounter friction as expected.

Impact of medical students' descriptive evaluations on long-term course development.

BACKGROUND: In medical education, feedback from students is helpful in course evaluation. However, the impact of medical students' feedback on long-term course development is seldom reported. In this project we studied the correspondence between medical students' descriptive evaluations and key features of course development over five years. METHODS: Qualitative content analysis was used. The context was consultation skills courses in the middle of the Göteborg undergraduate curriculum during five years. An analysis of 158 students' descriptive evaluations was brought together with an analysis of key features of course development; learning objectives, course records, protocols from teachers' evaluations and field notes. Credibility of data was tested by two colleagues and by presenting themes at seminars and conferences. Authors' experiences of evaluating the course over many years were also used. RESULTS: A corresponding pattern was found in students' descriptive evaluations and key features of course development, indicating the impact of students' open-ended feed-back. Support to facilitators and a curriculum reform also contributed. Students' descriptive feedback was both initiating and validating longitudinal course implementation. During five years, students' descriptive evaluations and teachers' course records were crucial sources in a learner-centred knowledge-building process of course development. CONCLUSION: Students' descriptive evaluations and course records can be seen as important instruments in developing both courses and students' learning. Continuity and endurance in the evaluation process must be emphasized for achieving relevant and useful results.

The problem-based learning tutorial laboratory - a method for training medical teachers.

An extensive staff development program was started in 1998 in the Faculty of Medicine at the University of Helsinki. A problem-based learning method was introduced as a new style of teaching in the curriculum reform. This paper describes a teaching method 'Problem-based learning - tutorial laboratory' for training medical teachers to act as tutors and to understand their roles as facilitators of learning and the dynamics of a small group. The method was based on learning cycles: teachers had a possibility to experience tutoring, to get feedback about it from an educational expert and from a peer teacher and also they were able to reflect on their views in the group. The teachers were content with the training. Sessions improved teacher cooperation across the departments and brought new teaching ideas for shared use. It also helped to cope with the resistance related to the curriculum change process.