Development and psychometric evidence of the Academic Engagement Scale (USAES) in Mexican college students.

School engagement is considered an effective college dropout antidote; therefore, understanding the construct, its underpinnings, and its effects remains critical for scholars. Although several scholars have offered multiple scales to measure engagement, their use has been hindered by significant limitations. This study sought to develop a scale to measure academic engagement by unifying and improving existing work and theories that resulted in a three-dimensional measurement model (behavioral, emotional, and cognitive). The items included were validated by a group of experts who ensured that the wording of the items captured the uniqueness of the college experience. A sample of 992 Mexican college students was used to test the fit of a second-order three-dimensional factor model of school engagement. The sample was randomly split in two for model cross-validation. Confirmatory factor analyses confirmed that student engagement is a three-dimensional construct, with evidence that supports the hypothesized second-order engagement factor structure (behavioral, emotional, and cognitive). The stability of these models was confirmed by using an independent sample. Measurement invariance by gender was found in this model. Then, differences in latent factor means were analyzed. Finally, the scale showed discriminant and concurrent validity. These results indicate that the scale is theoretically and psychometrically grounded for measuring college students' school engagement.

Training Traditional Bonesetters in Basic Principles of Fracture Treatment: A Proof of Concept in Ghana.

BACKGROUND: Our study assessed the effectiveness of a traditional bonesetter (TBS) educational program that was designed to increase knowledge, reduce complications, and promote the referral of patients to local hospitals by TBSs when necessary. METHODS: From April to December 2021, TBSs from the Northern Sector (the Northern, Savannah, and North East regions) and the Ashanti region of Ghana underwent a 4-day training course that had been designed to teach basic principles of fracture care with the use of local tools. We assessed the levels of knowledge of the TBSs both before and after training. The change in practice of the trained TBSs also was assessed at 6 months using a structured questionnaire and a checklist. RESULTS: In total, 157 TBSs were trained in 5 training sessions over a 9-month period. There was an improvement in knowledge in all of the modules of training, with an overall knowledge gain of 19.7% (from 67.2% to 86.9%). At 6 months of follow-up, the practices of TBSs that had most improved were record-keeping, hand hygiene, and patient rehabilitation. As a result of the referral system that was established by the training project, a total of 37 patients were referred to local hospitals in the 6 months following the training. CONCLUSIONS: Formal training for TBSs that was provided by a multidisciplinary team with use of a locally developed curriculum and tools was effective in improving the practice and outcomes of treatment by TBSs. There was marked knowledge retention by the trained TBSs at 6 months after training in fracture management. CLINICAL RELEVANCE: Education, training, and the establishment of referral pathways between TBSs and local hospitals could improve trauma care in Ghana.

The Role of Peer Support in Recovery from Psychiatric Symptoms: A Moderation Analysis.

Social support theory has been postulated as underlying peer support and recovery programs. However, there is limited understanding of the underlying theoretical mechanism of peer support and recovery programs. The current study examines how the relationship between psychiatric symptoms and personal recovery depends on social support, as well as assessing the level at which social support influences personal recovery. A sample of 65 adults in a peer support and recovery program were surveyed in a northeastern city in the U.S. The interaction between psychiatric symptoms and peer support on recovery was significant. When peer support is low or average, there is a significant positive relationship between psychiatric symptoms and recovery. There was no significant relationship between psychiatric symptoms and recovery when peer support was high. Peer support and recovery programs may have to assess the level of support needed and tailor the support to the recovery needs.

Social networks and subjective wellbeing of adults in a Housing First program.

This study explored the social network properties and the correlates between social networks and subjective wellbeing of adults (N = 80) in a Housing First (HF) program. Using structured interviews, participants' social network properties were assessed. Bivariate correlations and backward multiple regression analyses were conducted to determine the association between social networks and subjective wellbeing. Findings indicate a combination of years of homelessness, years in housing, frequency of contact, intimate relationship, and perceived social support significantly predicted subjective wellbeing (F (5, 74) = 2.74, p = 0.025). While perceived social support was positively associated with subjective wellbeing, frequency of contact was negatively associated with subjective wellbeing. It is recommended that service providers develop strengths-focused perspectives of the social networks of HF residents as potential contributors to subjective wellbeing. Service providers may need to pay more attention to HF residents with frequent contacts with network members, as they may have more distress.