ABSTRACT
Using an 8-week mindfulness intervention, we investigated the mechanisms of mindfulness to address test anxiety in introductory physics II. Our goal was to explore the effectiveness of using an 8-week online mindfulness intervention to address student test anxiety. We used self-report measures to assess participants on mindfulness, emotional regulation, attentional regulation, and physics quiz scores at three-time points-time 1 (pre), time 2 (mid), and time 3. Participants in the mindfulness condition received 8 weeks of mindfulness training while the control group was used as a baseline for comparison with no mindfulness training. The 8-week online-based mindfulness intervention resulted in non-significant changes in test anxiety and quiz scores for the treatment compared to the control. Additionally, results from multiple regression modeling suggest that emotional regulation positively predicted mindfulness at time 3 (T3) of data collection, whereas attentional regulation negatively predicted mindfulness at T3. These findings have both theoretical and practical implications. Our findings suggest more research is needed to investigate the usefulness of mindfulness-based interventions in STEM-related settings.
ABSTRACT
The purpose of this systematic review and meta-analysis was to appraise and combine the available systematic reviews reporting nonunion incidence and prevalence in foot and ankle arthrodesis procedures. The Cochrane Library and MEDLINE were searched for relevant systematic reviews from inception to January 2022. Two independent reviewers selected and reviewed eligible studies. Studies were included if they were systematic reviews or meta-analyses reporting nonunion incidence and prevalence in foot or ankle arthrodesis procedures. Fourteen systematic reviews of 8 types of joint arthrodesis procedures were included for meta-analysis. These reviews comprised 138 studies with 5793 joint arthrodesis procedures. Quality of the included reviews were assessed using the AMSTAR2 checklist. Overall and subgroup meta-analysis of prevalence were performed using random effects model. Publication bias was determined by evaluation of a DOI plot with the Luis Furuya-Kanamori index of asymmetry. The pooled prevalence for foot and ankle nonunion rate was 8.1% (95% confidence interval [CI] 6.5%-9.9%). Overall prevalence of nonunion for single joint foot and ankle joint arthrodesis was 6.1% (95% CI 4.8%-7.6%). Subgroup analysis found that the highest rate of nonunion occurred during tibiotalocalcaneal arthrodesis with 27.1% (95% CI 19.4%-35.2%). We have reported the first meta-analysis of systematic reviews on nonunion rates in foot and ankle arthrodesis procedures. The overall nonunion rate for foot and ankle arthrodesis procedures was 8.1%. For single joint fusion procedures, the nonunion prevalence was 6.1%. Our reported nonunion rates are lower than previously published numbers.
ABSTRACT
Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (n = 97) was randomly assigned to either the Dyslexia Basics text (n = 48) or the refutation text (n = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text (n = 97), η2 = 0.33. Effects were maintained at a delayed posttest (n = 75), η2 = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed.
